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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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study investigated the effect of consciousness-raising instruction and corpus-based instruction on EFL (English as a foreign language) students’ development of compliment responses. It employed a quasi-experimental design with 136 EFL university students divided between three groups: control, consciousness-raising, and corpus groups. A discourse completion test (DCT) was used as a pre- and post-test with all the groups to investigate any significant differences between them. Further, a questionnaire with open-ended questions was used to explore students’ perceptions of pragmatic instruction of compliment responses. The results showed the effectiveness of pragmatic instruction of compliment responses through both consciousness-raising instruction and corpus- based instruction. More specifically, significant differences were found...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

The present study investigated the potential of writing in English as a foreign language (EFL) for language learning by manipulating cognitive task complexity based on related models and hypotheses. English essays written by 59 Chinese postgraduate EFL students from different subject areas were analysed with reference to writing complexity, accuracy, and fluency (CAF). Results showed that task complexity had no significant effect on EFL learners’ lexical complexity but had an influence on their syntactic variation in EFL writing. Findings suggest that manipulating writing task complexity could be a feasible means to promoting and enhancing EFL learners’ language learning. Such findings might broaden our understanding of the relationship between EFL writing and language learning in an EFL learning context. The interplay of EFL writing...

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Tipo: artículo

Metodología: estudio empírico

Temas: storytelling/narración

Resumen:

English is a widely spoken language around the world and is taught in German schools. Even though acquiring English proficiency is vital in today’s globalized society, students with learning disabilities (LDs) or other severe academic difficulties in Germany are often considered incapable of learning English as a second language (L2) beyond a very rudimentary level. In this study, we examined the effects of an English-language storytelling program on the vocabulary of German secondary school students with and without LDs ( N = 45) for four weeks using a pretest–posttest control group design with follow-up measurements. Results showed significant gains for participants in the treatment group compared to the control group. Moreover, the participants in the English-language storytelling program developed more positive attitudes towards...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This 8-week randomized controlled experiment tested the different effects of adaptive artificial intelligence-based feedback versus static rule-based feedback on learner engagement and the acquisition of second language writing in 216 undergraduate students of English as a foreign language. The respondents were randomly divided into a control group that used standard automated feedback and an artificial intelligence-adaptive feedback group in which the responses were customized according to individual proficiency levels and error patterns. Validated analytical rubrics (intraclass correlation coefficient = 0.89) were used to evaluate the writing quality, and the involvement was assessed through self-reports and system logs weekly. The multilevel analysis of the growth curve revealed that there were high treatment effects, in that the...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The impetus for the present study came from Ferris’ (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a second language (ESL), with a focus on their global linguistic errors (sentence and word); the study also examined how this improvement contributed to the students’ writing quality, defined in terms of clarity of expression and text comprehensibility. Data was collected from 78 intermediate French ESL learners randomly assigned to four different treatment groups: two groups received focused WCF and two groups comprehensive WCF; one of the focused and one of the comprehensive groups were required...

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Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma

Resumen:

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This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly assigned to two groups, one being exposed to textual enhancement and the other not. The experiment adopted a multiple-exposure design involving six treatment sessions over three weeks. The target construction was the third person singular -s morpheme. Pretest-posttest development was assessed with a grammaticality judgement test. The results revealed a...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

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This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group (n = 24) and four experimental groups: oral recast (n = 21) oral metalinguistic CF (n = 18) written direct CF (n = 16) and written metalinguistic CF (n = 22). The results revealed no significant difference...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Spacing is a crucial factor in foreign language word pair learning. However, findings regarding optimal spacing in this domain have been inconsistent. Therefore, adopting a treatment-immediate-delayed post-test design, the current study investigated the optimal spacing for both receptive and productive word knowledge across different test timings during foreign language word pair learning. A convenience sampling method was used to recruit 152 pre-intermediate English learners to participate in this study. The study manipulated spacing schedules (equal, expanded, and contracting) and examined their effects on receptive and productive word knowledge in immediate and delayed post-tests. The results revealed an advantage for contracting spacing for both receptive and productive word knowledge in the immediate post-test. However, for...

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