Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Recently, a surge of scholarly attention has been paid to the impacts of Artificial Intelligence (AI) tools on second/foreign language (L2) education. Nonetheless, there is a lack of evidence on the role of AI-assisted robots or robot-assisted language learning (RALL) in English as a foreign language (EFL) students’ psycho-emotional factors and academic behaviors. To address this gap, drawing on the technology acceptance model (TAM), the present study probed into the impact of robot-assisted L2 education on Chinese EFL students’ classroom engagement and willingness to attend classes (WTAC). Two questionnaires were filled out by a sample of 155 students at the start and end of a four-month period of intervention. The participants were randomly assigned to a control group (n = 80) and an experimental group (n = 75). Robot-assisted...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

This study investigates whether culturally adaptive teaching strategies (CATS) enhance instructional effectiveness in one-to-one online Chinese language teaching. Drawing on a controlled experimental design, 177 learners from South Korea (n = 42), Japan (n = 38), Vietnam (n = 32), the United States (n = 28), and several European countries (n = 37) were randomly assigned into either an experimental or a control group. The experimental group received eight culture-specific interaction protocols embedded within one-to-one teacher–learner interactions, while the control group followed the platform’s standard instructional script. Instructional effectiveness was assessed through both classroom interaction and learning outcomes. Classroom interaction was analysed through systematic coding of lesson recordings, focusing on learners’...

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Tipo: artículo

Metodología: estudio empírico

Temas: CALL/ELAO

Resumen:

Although most second language learning studies involve high-educated participants, addressing low-educated participants seems important as research suggests that education background impacts second language (L2) learning efficiency. A controversial point in the L2 learning literature is the role of corrective feedback (CF). Research on CF in relation to individual differences, including education background, requires controlled experimental environments. This article presents a study in such a controlled environment: a computer assisted language learning (CALL) system with logging capabilities and automatic speech processing to provide CF on spoken grammar practice. In the experiment, 68 Dutch L2 learners were randomly assigned to either an automatic grammaticality CF condition or a NOCF (no corrective feedback) condition. We analysed...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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The study examines the effects of repetition on vocabulary learning within the context of three types of explicit aural vocabulary instruction – second language (L2) vs. codeswitching (CS) vs. contrastive focus-on-form (CFoF) – among 98 Chinese secondary school learners of English as a foreign language. It also explores how the effects of repetition on vocabulary learning were moderated by learners’ listening proficiency and preexisting levels of vocabulary knowledge. Within a 12-week pre–post test quasi-experimental design, learners listened to explicit vocabulary instruction for 20 target words, five of which were repeated four times, five repeated five times, five repeated seven times, and the...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the effects of incorporating first language (L1) traditional stories into second language (L2) vocabulary review activities on vocabulary retention and learning engagement, with the use of ChatGPT as a tool to assist the teacher in generating review materials. A total of 79 freshmen majoring in Computer Science participated, with 41 in the experimental group and 38 in the control group. In both groups, ChatGPT was used by the teacher to generate multiple-choice questions for the vocabulary review activities, with the experimental group incorporating Chinese traditional stories into the questions, while the control group used questions generated without these stories. This approach helped reduce the teacher’s workload while maintaining their central role in guiding the learning process. Research instruments...

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Tipo: artículo

Metodología: estudio empírico

Temas: metacognición

Resumen:

This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners’ (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8–9 years old) from two intact classes participated in the study. The learners in Class A (n = 23) engaged in a series of activities designed to increase their metacognition in relation to WTC, while Class B (n = 21) served as the control. Three outcome measures were explored in the pre-post design: (1) WTC questionnaire; (2) second language (L2) production during group work; and (3) empty WTC pyramids that the participants drew before and after the intervention. In addition, post-intervention interviews were conducted to understand the...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as future learning of this knowledge. The ultimate goal of this formative assessment practice was to scaffold student engagement with written corrective feedback (WCF). Using a between-group experiment design, the present study compared the effects on the success rate of error correction and L2 uptake of the above writing conference (n = 14) against those brought about by a typical Teacher–Student (n = 12) and a typical Student–Student one (n = 12). Research participants were 38 intermediate...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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This article reports a quasi-experimental study which compared the effectiveness for multiword item learning of three listening-based activities: dictation, dictogloss, and answering text comprehension questions. In a dictation, students write down segments of text immediately after listening to them, whereas in dictogloss students try to reconstruct the text from memory. Chinese learners of English ( N = 142) first engaged in one of the three activities, then received the transcript of the text and used a different colour to make corrections to what they had written. The learners were given an unannounced immediate and a two-week delayed posttest concerning 10 expressions from the text. Both...

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Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

Globalization and technological advancements have expanded human interaction and mobility, leading to increased multilingualism and multiculturalism. In response, English as a foreign language (EFL) teaching approaches have shifted from English-medium instruction (EMI) toward more multilingual approaches, including translanguaging. As a flexible pedagogy, translanguaging has gained growing attention in educational research. Accordingly, this study, an abridged version of a doctoral dissertation (Ceyhan Bingöl, 2024), conducted at the tertiary level in Türkiye, investigates whether there is a significant difference in the paragraph writing performance of English language learners exposed to a pedagogical translanguaging-integrated pre-writing stage and an English-only pre-writing stage in an EMI context at the tertiary level in Türkiye...

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