Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

The present study investigated the effects of self-regulated strategy-based speaking instruction on English-as-a-foreign-language learners’ speaking performance and strategy use. Despite extensive research on self-regulated learning in various educational contexts, its application to second language speaking development remains underexplored. This explanatory mixed-methods quasi-experimental study employed self-report questionnaires, speaking assessments, and semi-structured interviews for data collection. A linear mixed-effects model results revealed that the experimental group (n = 54, receiving the self-regulated learning strategy-based intervention) demonstrated significantly greater improvement in speaking performance compared to the control group (n = 53, receiving traditional instruction), with effects sustained at delayed post...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students’ text length and text complexity increase after treatment. A total of 104 fifth-semester Spanish learners participated in the study and were assigned to three conditions: control (n = 36), dictogloss (n = 33) and dictogloss plus explicit instruction (n = 35). In order to measure target form recognition and production as well as text quality, participants completed a pre-, post- and delayed-post-test that included a guided written task and a recognition task. Results indicated that participants in both treatment groups increased their production...

Ver ficha completa

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...

Ver ficha completa

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...

Ver ficha completa

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

This study tested the effects of hand-clapping to the rhythm of newly learned French words on the pronunciation of these words by 7- to 8-year-old Catalan children. In a short training experiment with a pre- and posttest design, 28 children either repeated cognate words in French (e.g. French aspirateur, Catalan aspirador ‘vacuum cleaner’) while clapping to the rhythmic structure of those words or only repeated the words. Participants’ oral productions before and after training were rated for accentedness by three French native speakers. Results showed that in both groups, participants’ pronunciation improved after training, and crucially, children in the clapping group improved significantly more than those in the non-clapping group. Additionally, an acoustic analysis of the duration of word-final vowels indicated that only children...

Ver ficha completa

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...

Ver ficha completa

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-...

Ver ficha completa

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examined the effect of feedback, feed up (comments on goals and students’ success in achieving goals) and feed forward (comments on the next step in learning during the semester) on writing motivation, writing self-efficacy, and writing anxiety. Two hundred and ten female intermediate language learners (agemean = 17.2) were assigned to seven experimental conditions: feedback, feed up, feed forward, feedback + feed up, feedback + feed forward, feed up + feed forward, and feedback + feed up + feed forward (n = 30 for each group). Based on group assignment, the participants received feedback, feed up, and feed forward for 12 sessions and took writing motivation, writing self-efficacy, and writing anxiety scales as pretest and posttest. The results of MANOVA and paired samples t-test comparisons indicated that groups that...

Ver ficha completa