Tipo: artículo

Metodología: estudio empírico

Temas: Google Translate

Resumen:

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This article presents the results of a longitudinal study of digital writing strategies and vocabulary development among Swedish upper secondary school pupils of Spanish as a foreign language. During one schoolyear, the pupils (N=31) wrote four essays in Spanish, a pre-test and a post-test. 15 pupils used a printed dictionary as translation tool, 16 used Google Translate (GT). Vocabulary development was measured as the change in lexical diversity from pre-test to post-test, using Guiraud’s index. The results show that the use of GT leads to higher degrees of lexical diversity as long as it is used, but that the effect vanishes when the tool is no longer used. The results point to the need...

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Tipo: artículo

Metodología: estudio empírico

Temas: migración y acogida

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Los niños y niñas que llegan a un nuevo país cuya lengua local desconocen tienen derecho a un apoyo lingüístico y cultural para facilitar su adaptación y garantizar su bienestar. La presente intervención la formulamos como un estudio de caso de una familia rusa que se mudó a Buenos Aires, Argentina ante el estallido de la guerra ruso-ucraniana. El estudio, cualitativo y longitudinal, se prolongó a lo largo de dos años. Analizamos los procesos de adquisición del español del hermano mayor y de la hermana menor de la misma familia, puesto que ambos transitaron caminos diferentes en dicha adquisición. El niño empezó a estudiar español antes de llegar al país de acogida y la niña...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. To investigate whether, how and why state WTC varies over time, this study used a high-density repeated measurement design and a group of Chinese university students to describe fluctuations in state WTC in English classrooms over one semester. Data related to state WTC and selected situational antecedents were collected through a self-report questionnaire and statistically analysed. It...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

With the rise of positive psychology, increasing attention has been directed toward the role of positive emotions in fostering personal growth and well-being in second and foreign language learning. Although the PERMA and PERMA+4 frameworks offer valuable perspectives on well-being, they primarily emphasize positive constructs, leaving negative emotions and fixed mindsets largely unexplored. This gap is significant, as both positive and negative emotions, as well as growth and fixed mindsets, jointly shape learners’ psychological experiences. This study examined the effects of growth and fixed language mindsets on university students’ sense of accomplishment in English learning, with positive and negative achievement emotions and student engagement serving as sequential mediators. Using a short-term longitudinal design, large-scale...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Negotiation serves to solve communication problems in second language (L2) learners’ peer interaction including negotiation of meaning (NoM), negotiation of form (NoF), negotiation of content (NoC) and negotiation of procedure (NoP). The four negotiation types are initiated through negotiation strategies. This study examined how negotiation types and negotiation strategies were distributed and how the distributions developed. The data came from five rounds of group interaction conducted by 52 Chinese postgraduate students in a semester. The findings reveal significant differences in the distributions of negotiation types and negotiation strategies. NoC occurred significantly more frequently than NoM and NoF. Each negotiation type had its major negotiation strategies and they had significantly higher percentages than the other...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

In the current study, we aimed to investigate an Iranian English as a foreign language (EFL) teacher’s cognitions about second language (L2) writing and feedback. Using longitudinal data from a writing instructor (i.e. Moe) over the course of eight years, we examined data from three rounds of interviews (i.e. in 2013, 2016, and 2021), stimulated recalls (i.e. in 2016 and 2021), and textual analysis of students’ essays with Moe’s feedback on them. We also employed a sociocultural-theory-driven approach to analysing these data in order to gain an understanding of the genesis, development, and mediation in his cognitions. Our analysis showed that Moe’s cognitions about L2 writing and feedback developed in a nonlinear fashion. For instance, his feedback provision developed from comprehensive grammar correction into selective grammar...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese university students were exposed to L2 learning experience over the course of one academic year to monitor its impact on L2 fluency measures (i.e. speed, breakdown, and repair fluency) in FL context. The relationship between the development of L2 fluency measures and learners’ learning experiences inside and outside the classroom was also investigated. The results showed a significant decrease in the length of between-clause and within-clause pauses that learners made. Furthermore, the correlational...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Second language (L2) classroom is a dynamic and evolving space shaped by ongoing interactions between teachers and students. Understanding how these dynamic interactions unfold from a psychological perspective is critical for advancing L2 learning and teaching. This study contributes to this endeavour by examining the reciprocal relationship between teacher enthusiasm and L2 student classroom engagement as well as the mediating role of perceived learning value in this reciprocal relationship. Data were collected from 317 English as a foreign language learners in Vietnam at three time points across an academic semester and analysed by means of random-intercept cross-lagged panel modelling. Results revealed that teacher enthusiasm and L2 student engagement were reciprocally related over time, and this reciprocity was mediated by...

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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: motivación

Resumen:

Recently, second language (L2) researchers gradually shift their focus on learners’ motivational and emotional responses to specific language skills, such as L2 writing. However, there is a paucity of empirical research on the relationships between learners’ L2 writing performance, motivation, and emotions from a longitudinal perspective. With a sample of 235 English-major students from a Chinese university, the present study explored the changes in the ideal L2 writing self and its relationships with L2 writing enjoyment and L2 writing anxiety among students with different integrated writing (IW) performance over an academic year. The ANOVA results reported that the ideal L2 writing self remained stable over time and showed no significant difference among three groups of students (high-level, middle-level, and low-level). The multi-...

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