Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants (n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de comunicación

Resumen:

This study examines how instructional design shapes the development of oral communication strategies in an 18-week English-as-a-foreign-language speaking course, at a time when generative artificial intelligence is often assumed to enhance speaking performance. All three classes worked with the same curriculum and speaking tasks. One class learned through a BOPPPS (Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) based sequence in which students prepared ideas, participated in guided speaking activities, and reviewed their performance, with each cycle including a stage where they generated their own content before using ChatGPT to refine it. A second class received regular teacher guidance and completed the same tasks, but their use of ChatGPT was self-directed and not part of a fixed...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners’ revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness (i.e., underlining only and underlining+metalinguistic cues). Fifty-three intermediate level learners of English as a second language (ESL) were divided randomly into four groups: One direct, two indirect, and a control group. Students produced three pieces of writing from different picture prompts and revised them over a three-week period. Each group also produced a new piece of writing two weeks later. The study included seven sessions: Writing 1, revision of Writing 1, Writing 2, revision of...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

This study investigates the effects of input-based and output-based instructions on the acquisition of second language (L2) request modifiers. Four intact classes were randomly assigned to textual enhancement (TE), input flooding (IF), output-based instruction (OI), and control (CO) groups. The TE group watched some captioned videos on requests and read over the video transcripts with the target features typographically highlighted. The IF group watched twice more captioned videos and read over the video transcripts with no textual manipulation. The OI group watched videos with no captions and then engaged in dialogue reconstruction tasks. Results of the pragmatic comprehension and production pre-test and post-test revealed the overall effectiveness of the treatment. TE and OI groups performed rather similarly in the comprehension...

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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: aptitud lingüística

Resumen:

Despite previous research having demonstrated the comparative effects of processing instruction and output-based instruction, further investigation is required to examine the relationships between individual differences in cognitive abilities and these instructional types. This study investigated the associations among three instructional approaches and learners’ language aptitude and working memory in acquiring four Chinese classifiers. Eighty-six second language (L2) Chinese learners from one Chinese university were divided into three experimental groups – processing instruction (PI), meaning-based output instruction (MOI), combined instruction (CI) – and a control group. Tests measuring treatment effects included an untimed grammatical judgment test and an oral elicited imitation test. The LLAMA test and a counting span task were...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Transferring collaborative writing (CW) activities from in-class paper-based to online cloud-mediated collaboration, this study examined the comparative effects of these two CW contexts on English as a foreign language (EFL) learners’ macro- and micro-writing skills and motivation. For this purpose, a cohort ( N = 54) of senior EFL college students was selected (using criterion-based purposive sampling) and then randomly assigned to two groups: paper-based collaboration (PC, n = 27) and cloud-based collaboration (CC, n = 27). Using a mixed-method design, the study employed both quantitative (expository and argumentative writing tests, and a motivation questionnaire) and qualitative (group and self-evaluation forms and reflection sheets) methods for data collection and analysis. Consequently, one-way multivariate analysis of variance (...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

This article reports findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners of English as a foreign language (EFL) through strategy-based instruction (SBI). The study involved 30 learners from an intervention class and 32 learners from a comparison class. Nine strategies were introduced to the intervention class learners over a semester with the purpose of helping them develop essential skills for strategic and autonomous language learning. This article focuses on examining how explicit teaching of strategies in class affected learners’ reading scores and approaches to reading. It also observes the effects of SBI on learners’ perceptions of their ability to read English. Findings from the pre-, post- and delayed reading tests and think-aloud reading sessions showed...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoques y métodos

Resumen:

Recent research shows that musical training improves children’s development of oral and aural skills. This study focuses on developing and testing a methodological framework (Music as a Medium of instruction, MMI) in English language teaching (ELT) by contrasting MMI and gamification methodologies with the participation of 22 Spanish children all born in 2008. The differences in progression between participants with and without previous instrumental training are also discussed. Generalized linear model procedures were used for each outcome variable (listening comprehension and oral production skills) to investigate the effect of independent variables (MMI vs. gamification; students with music training vs. learners without music training). Results revealed that students of the MMI group had significantly higher scores than the...

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Tipo: artículo

Metodología: estudio empírico

Temas: colocaciones

Resumen:

This study investigated the effects of different retrieval formats on the acquisition and processing automaticity of second language (L2) verb–noun collocations. Chinese learners of English completed retrieval practice that included a familiarization stage (using flashcards and form–meaning matching practice) and two spaced retrieval attempts (i.e. verb-retrieval-twice, noun-retrieval-twice, verb/noun-retrieval-once) with corrective feedback for each target collocation. In near-immediate and one-week delayed posttests, the acquisition of L2 collocations was assessed by an off-line form recall task (explicit knowledge), and the processing automaticity was operationalized as collocation processing advantage (automatized-explicit knowledge) in an online acceptability judgment task and collocation priming (implicit knowledge) in an online...

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