Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students’ oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates’ cognitive, behavioral, and affective engagement with teachers’ oral feedback provided on in-class oral presentations in an English as a...

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Tipo: artículo

Metodología: estudio empírico

Temas: análisis de necesidades

Resumen:

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La escasez de materiales y métodos específicamente diseñados para la enseñanza de ELE a personas migrantes supone un obstáculo en la planificación del curso para los docentes que trabajan con este tipo de estudiantes cuyo principal objetivo en su aprendizaje del español es que esto les facilite la búsqueda de empleo y la integración en la sociedad de acogida. En este estudio se propone el análisis de necesidades como primer paso para decidir los contenidos de un curso de ELE para personas migrantes, y se ofrece la descripción de un cuestionario que se llevó a cabo como método de análisis de las necesidades de un grupo de alumnos de la fundación Cepaim en Valencia. En la descripción de los...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although the role of emotions in willingness to communicate (WTC) of learners of English as a foreign language (EFL) has triggered abundant research in traditional, in-person language classes, little is known about how these emotions affect learners’ communication behavior in online classrooms. Adopting a mixed-method design, the present study investigated the effect of foreign language boredom (FLB) and foreign language enjoyment (FLE) on EFL learners’ L2 WTC in online classrooms. The data gathered through an online survey from 469 EFL learners were analysed through multiple linear regression, dominance analysis, and mediation analysis. The findings revealed that FLB had a considerably strong effect on L2 WTC, although this effect was to some extent diminished by FLE, FLB overshadowed learners’ online learning experience. To gain a...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

This study systematically evaluates generative pre-trained transformer (GPT)-based large language models for the automated writing evaluation of Italian as a second language (L2). Drawing on 1,832 learner texts, we compare six GPT-based experimental conditions: zero-shot and few-shot prompting with GPT-4.1 and GPT-5, and two fine-tuned GPT-4.1 models trained on either class-balanced or proportionally distributed datasets. Model performance against human common European framework of reference for languages (CEFR)-based ratings is examined using exact agreement, correlation coefficients, Quadratic Weighted Kappa, precision, recall, and F1-scores. Results reveal a clear hierarchy: the balanced fine-tuned GPT-4.1 model achieves near-operational reliability, whereas all prompting-based methods, including GPT-5, remain substantially weaker...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study uncovers the under-explored influences that encourage teachers to incorporate task-based language teaching (TBLT) for teaching Chinese as a second language, and the process of teachers’ pedagogical attempts at a Chinese university. Activity Theory (Engeström, 1987) was adopted as the conceptual framework. As a qualitative study, the analysis drew on data from interviews and classroom observations with eight teachers, and complemented by interviews with two directors and 17 students. The study reveals that teachers’ pedagogical practice results from a process of negotiating the possible pedagogical tools to reach their teaching objectives in their context of teaching. In particular, teachers depart from the traditional teaching approach to incorporate tasks as a personal initiative in response to the perceived challenges in...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

While online lexical analysis tools can help reading teachers determine whether materials are suitable for their students of English as a second language, one aspect of the analysis that teachers may be unsure how to approach is proper names. It is commonly assumed in second language (L2) vocabulary and reading research that proper names are known, though there is little empirical support for this assumption. This study investigates how L2 readers handle proper names in continuous text. Japanese readers of English ( N = 49) were given texts of varying difficulty, and asked to mark any unknown vocabulary. Choosing from marked vocabulary, participants listed items to check in a dictionary. It was found that participants did mark proper names as unknown vocabulary. A Chi-square test of independence indicated a significant dependence...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners’ ability to write authentic email requests to faculty. Drawing on Taguchi’s (2018) classification of pragmatics learning strategies, the instructional intervention followed a strategy-based approach to help learners understand the form–function–context mapping of email requests in the academic context. A total of 110 naturally occurring email requests for action addressed to three faculty members were collected at two different times: as a pre-test (i.e. before engaging learners in the instructional period), and as a post-test (i.e. after learners’ participation in the treatment sessions). Learners’ email messages were analysed considering both their appropriateness of...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

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In the last few decades, the assumption that the implementation of standardized tests might cause washback effects on language teaching and learning has become certainty. Researchers and practitioners report an increased use of ‘teaching to the test’ (TTT) practices, however, in current literature, consensus about which practices this includes is missing and operationalizations in studies vary greatly. Further, even though TTT is assumed to impair meaningful learning, no study so far examined students’ perspective. The current study therefore used a multi-method approach to theoretically and empirically define TTT and develop a uniform measurement instrument, focusing on students’ perspective of...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The involvement load hypothesis (ILH), which predicts the lexical learning potential of tasks, assumes that writing sentences (SW) and compositions (CW) using novel target words (TWs) lead to similar lexical gains. However, research on the issue is scarce and contradictory. One possibility is that the higher cognitive load of CW hinders learning relative to SW. To verify the learning potential of SW and CW, we selected 20 English academic TWs and conducted a pretest–posttest quasi-experiment with Polish advanced learners of English. First, all participants wrote a control essay (without TWs), then SW participants wrote sentences and CW participants wrote two essays, each with 10 TWs. Generalized linear mixed models revealed higher gains in breadth and depth of knowledge for SW than for CW, which contradicts the predictions of the ILH...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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English writing proficiency is crucial for undergraduate students in tertiary education; however, many second-language (L2) writers experience significant anxiety that impedes their ability to write effectively in English. This study explored the role of mindfulness and its components including novelty producing, novelty seeking, engagement, and flexibility in reducing writing anxiety among 200 English as a foreign language (EFL) Bangladeshi students, selected via convenience sampling. Participants completed the Langer Mindfulness Scale, and the Second Language Writing Anxiety Inventory through online platforms. Quantitative findings revealed a moderate negative correlation between overall...

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