Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present longitudinal study investigated the changes of FLE (foreign language enjoyment) and FLA (foreign language anxiety) over time in the foreign language classroom and their relationship with foreign language learning motivation and learners’ personality traits. Fifty-five college students completed an FLE/FLA questionnaire after English classes over 14 weeks. They also completed a motivation questionnaire and a personality questionnaire. The results revealed that FLE was less stable over time as compared to FLA. A number of motivational factors (e.g. ought-to L2 self, ideal L2 self, motivated behavior) were found to be related to both the mean and the variance of FLE and FLA over time. Moreover, several personality traits (e.g. extraversion) also played a role in FLE and FLA. Pedagogical implications were discussed.

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This longitudinal study explored the dynamic relationships among self-efficacy, academic buoyancy, and L2 grit in the context of English as a foreign language (EFL) learning. A total of 250 Chinese undergraduate students from diverse academic backgrounds participated in 2 waves of data collection, spaced 6 months apart. Using cross-lagged structural equation modeling, the study revealed that: (1) self-efficacy at Time 1 statistically predicted academic buoyancy at Time 2, but academic buoyancy at Time 1 did not statistically predict self-efficacy at Time 2; (2) academic buoyancy at Time 1 statistically influenced L2 grit at Time 2, while L2 grit at Time 1 also statistically influenced academic buoyancy at Time 2; (3) L2 grit at Time 1 statistically affected self-efficacy at Time 2 and, conversely, self-efficacy at Time 1 also...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

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This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based analysis of multiple questionnaire responses revealed increased motivation among the participants. Three learners were selected to represent each clustering group based on the unique characteristics of their motivational trajectories over the year, which reflect the mediating impacts of their...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

A surge in empirical investigations in second language (L2) learning motivation in recent years has revealed a growing link between emotions in the foreign language classroom and language learner motivation. Nonetheless, there remains a distinct focus on the impact of negative emotions such as frustration and anxiety. The current year-long study investigates the links between positive emotions such as enjoyment, interest and excitement, and intrinsic motivation. The enquiry explores the influence of the Teaching Proficiency through Reading and Storytelling (TPRS) strategy on students’ motivation and emotions using a Self-Determination Theory (SDT) lens. The study analyses the extent to which a group of French language students perceive that TPRS satisfies SDT’s three basic psychological needs of autonomy, competence and relatedness....

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Peer assessment has been found to have many advantages in learning particularly when viewing it through a socio-cultural lens. This study explored peer assessment across language teacher education coursework, following 15 teacher candidates through three semesters of TEFL coursework. This longitudinal approach is rare with peer assessment research. Surveys and interviews were collected to understand the students’ perception of peer assessment, including how it contributed to their learning and its summative use. Results indicated that repeatedly practicing peer assessment in coursework led to increased positive perception about its usefulness in learning and enhanced trust in peers as qualified assessors, but with a complex interaction of various factors in students’ perception, such as perceived task difficulty, interpersonal...

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Tipo: artículo

Metodología: estudio empírico

Temas: study abroad/estudios en el extranjero

Resumen:

The present study investigates the effects of two subsequent learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on vocabulary acquisition in English as a foreign language (EFL) writing and speaking. Data were collected from 30 Catalan/Spanish learners of English before and after each learning period using a written composition and an oral interview. These samples were examined in terms of quantitative measures of lexical proficiency in the domains of diversity, sophistication, density and accuracy. Native-speaker baseline data were also obtained through the same tasks for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical diversity. FI, however, shows a modest effect on the...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

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The teaching profession has undergone a dramatic shift in pedagogical practices due to COVID-19. Already facing numerous challenges prepandemic, language teaching in particular has become significantly more difficult, and the effect on language teacher stress and well-being is still being explored. Key to this study is the exploration of growth during trauma, an adaptation of post-traumatic growth. Following previous studies from MacIntyre et al., this article examines changes in language teacher stress, well-being, resilience, and growth during trauma from April 2020 to December 2021 in an online survey of over 1,100 language teachers internationally. Correlations revealed relative stability in...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903 EFL learners in Iran, assessed at two time points. Structural equation modeling (SEM) is utilized to analyse the hypothesized reciprocal and predictive effects. The findings reveal a significant lagged effect of ideal L2 self on both FLE and grit, suggesting that a stronger ideal L2 self at the initial assessment predicts higher levels of FLE and grit at the subsequent time point. Additionally, growth mindset exhibits a significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

Now more than ever before, language learners can autonomously engage with the target culture beyond the classroom through international television shows, online forums, video clips, and study abroad. Still, much of the literature has deemed the target-language dominant speaker (TLDS) as a key source of cultural knowledge, and, thus, the principal aim here is to ascertain how paid TLDSs and student peers are perceived in terms of their cultural expertise and whether these perceptions affect learners’ confidence development over time. This research is guided by the functional model of second language confidence (FML2C), which integrates the contact space dimensions of richness and self-involvement , and novel to this study is cultural depth . In terms of procedure, 32 second language learners of Spanish carried out eight 30-minute...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Groupwork has become ubiquitous in language education, with the clear benefits of interaction and output on language acquisition. A body of research has investigated this interaction in pairs and small groups, and there is an increased understanding that individual group context is a key factor in determining the behavior of students. This article reports on a study that first investigated emergent leadership within groups, and the influence of the group on leader stability. The study then examined how leadership is represented in student task engagement. Students were placed into fixed small groups for the first semester, and then allowed to self-select into groups for the second semester. Perceptions of leadership were measured three times in each semester, and leaders were identified in each group. Results showed that changing...

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