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 investigated the relationship between learner beliefs about peer feedback and development of second language (L2) pronunciation skills after peer feedback on pronunciation had been used in the classroom. Seventy-four first-year learners of German were assigned to a peer feedback provider group, a peer feedback receiver group, and a control group. After completing a questionnaire designed to elicit learner beliefs about peer feedback, the provider group and the receiver group received general pronunciation training. Following the training, the provider group gave feedback to peers on their pronunciation and the receiver group listened to this feedback. Participants’ learning gains were measured by means of native speaker comprehensibility ratings of their productions both before and after the intervention. Statistical...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigates how learner language proficiency and peer familiarity interact to shape English as a Foreign Language students’ engagement with peer feedback, drawing on Fredricks et al.’s tripartite model of engagement (affective, cognitive, behavioral), self-determination theory, and social interdependence theory to conceptualize engagement as a socially mediated and motivationally dynamic process. To interpret engagement variation, the study incorporates self-determination theory and social interdependence theory, conceptualizing engagement as socially mediated and motivationally dynamic. Three research questions examine how language proficiency influences engagement, peer familiarity affects engagement across feedback roles, and the two variables interact, especially for low-proficiency learners. A 2 × 2 factorial mixed-...

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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: motivación

Resumen:

This study aims to enhance second language (L2) learners’ motivation and facilitate successful L2 learning by using motivational languaging, an intervention that encourages learners to reflect on, and externalize, their L2-speaking, competent future self-concepts by writing or speaking about them. Two types of effective languaging activities were developed: individual and group writing. Participants were 264 Grade 10 high school students, divided into three groups: one control group and two experimental groups. Using activity workbooks, the first experimental group engaged in ‘individual writing’ guided by a series of questions in their workbooks (e.g. reasons for learning English and their ideal images of using English). The second experimental group carried out ‘group writing’, including group discussions and writing of group...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Few studies have explored the influence of a speaker’s accent and visual (facial and gestural) cues on second-language (L2) listening comprehension. The current mixed-methods between-groups design investigated: (1) the effects of accent and visual cues on Arab students’ comprehension of recorded lectures delivered by two speakers: first language (L1) American English and second language (L2) English (strong Vietnamese accent), (2) students’ assessments of the comprehensibility and English nativelikeness of the accents, and (3) students’ perceptions of and preferences for visual cues in communication. A total of 120 Arab university students were distributed across three stimulus conditions: auditory-visual (AV)-gesture-face, AV-face, and A-only within two accent conditions (L1, L2 English). Materials included: a listening comprehension...

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Tipo: artículo

Metodología: estudio empírico

Temas: sintaxis

Resumen:

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Toma que toma es una actividad kinésico-gramatical de E/LE basada en la Gramática Cognitiva que pretende reforzar el conocimiento de oraciones de relativo. Gracias al movimiento y a la música de Toma que toma se estimula a los estudiantes a representar estructuras sintácticas. De esta forma, los alumnos conceptualizan la relación sintáctica entre el antecedente y su oración subordinada, así como la relación de inclusión que existe entre la oración subordinada y la principal. En un estudio controlado, Toma que toma y otras actividades kinestésicas han demostrado mejorar significativamente el conocimiento y el uso de las oraciones de relativo.

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Writing has long been seen as a challenging skill that language learners need to learn. In addition, by guaranteeing participant engagement in significant communication processes, visual methods such as photovoice can be utilized in language instruction to enhance language learning. Thus, the present study attempted to examine the effects of utilizing Photovoice as an innovative instructional method on Iranian intermediate English as a foreign language (EFL) learners’ writing skills. The study also examined the participants’ attitudes toward the implementation of photovoice in language learning. The research followed a mixed-methods design to collect and process the data. Sixty female intermediate learners from a private English language institute in Isfahan, Iran, were selected through convenience sampling and then randomly assigned...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study examined the combined effects of written corrective feedback (WCF) and think-aloud protocols (TAPs) as two types of pedagogical intervention for improving the revision quality of second language (L2) writing. With a quasi-experimental design, it explored whether TAPs trigger deeper processing of WCF under two WCF-type conditions: direct or indirect WCF. Participants were 80 high-intermediate learners of English as a second language (ESL) at a US university who were divided into (1) direct WCF+TAPs; (2) direct WCF-only; (3) indirect WCF+TAPs; and (4) indirect WCF-only. The impacts of the interventions were gauged by changes in seven subsystems of complexity–accuracy–lexis (CAL) between the first and final drafts of narrative essays. Results showed differential impacts of the four conditions depending on the linguistic...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study explores the development of intercultural competence among English as a foreign language (EFL) learners through critical incident task discussions. Participants included 72 intermediate-level students in a control group and 69 in an experimental group. Both groups completed a presurvey on intercultural competence, whereas the experimental group additionally engaged in weekly critical incident discussions and submitted their reflections. At the end of the intervention, both groups completed a postsurvey, and the experimental group provided open-ended responses about their experiences. Results revealed significant gains in intercultural competence for the experimental group, with no comparable improvement in the control group. Learners reported increased awareness of cultural values, norms, and differences, recognition of...

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