Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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The widespread availability of generative artificial intelligence tools has had a dramatic effect on language education, transforming how we think about and go about writing. This includes ‘multimodal composing’, which combines moving image, soundtrack, speech, and on-screen writing in digital communication. In this article, we focus on the potentials and pitfalls of generative artificial intelligence in a pedagogy of digital multimodal composing. The article aims to explore how the affordances and constraints of generative artificial intelligence tools powerfully shape the multimodal composing process in a way that enables or constrains individual agency, creativity, and criticality; and...

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

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Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Writing is a productive language skill that is difficult to improve and derive confidence from. Despite the abundant studies on product, process, or genre approaches to teaching writing and teachers’ feedback, there is a paucity of research into English as a foreign language (EFL) students’ responsibility for writing improvement and diagnostic writing assessment feedback. The present study employed an action research approach to explore the role of diagnostic writing assessment in promoting Chinese upper-intermediate EFL students’ learning autonomy. Questionnaires, reflective journals, and portfolios were utilized to elicit data, which were analyzed within Benson’s three-dimension learning autonomy framework. It was revealed that the diagnostic writing assessment impacted all dimensions of learning autonomy, helping EFL students form...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Despite empirical evidence in support of the effectiveness of using tasks in young learners’ classrooms, task implementation has been repeatedly reported as a thorny problem. An essential but under-researched issue is how in-service teacher education programme can be conducted to facilitate teachers’ implementing tasks in their classrooms. This practitioner research article reports on a researcher and teacher educator’s action research study in which she worked with Lucille (pseudonym), a novice English language teacher, to design and implement two repeated task-based language teaching (TBLT) lessons for Grade 2 students at a Chinese primary school. During a six-week teacher education program consisting of two cycles of TBLT lesson planning, implementation, evaluation, and reflection, the teacher educator provided continuous support...

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Tipo: artículo

Metodología: estudio empírico

Temas: storytelling/narración

Resumen:

Storytelling has a long tradition in education including language learning and teaching because of its extensive benefits in language development. In second and foreign language education, stories and storytelling have been integrated into school curricula to enhance language development; however, there is scarce empirical evidence about how storytelling facilitates children’s English as a foreign language (EFL) learning and its potential as a holistic pedagogy. This article explores a living educational theory (Whitehead & McNiff, 2006) of how storytelling works as a pedagogy in storytelling workshops with an English class at a private tuition centre in Vietnam to facilitate children’s EFL learning. Key pedagogical elements identified through the living theory methodology included storytelling as: a responsive strategy;...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

The Covid-19 pandemic required a transformation into innovative classroom pedagogies that expected language learners to become more active and shoulder more responsibilities than before. In this article, I report on my first experience of doing exploratory practice to examine online flipped classrooms used to develop English as a foreign language (EFL) students’ self-directed learning. In a classroom-based mixed-methods study, I examined and puzzled over classroom practices that may promote learners’ self-directed readiness in the context of a university-level writing class. The results indicated a significant increase in my students’ desire for learning and self-control. They also showed that learners need technical assistance and psychological support to increase their self-directed learning skills and become more self-directed and...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The present study offers insights on understanding motivation to learn a second language (L2) through implementation of the Exploratory Practice principles within the context of English as a foreign language at a university in Spain, and on discovering opportunities to enhance this. The account sits within the domain of the possible selves and the theoretical framework of the L2 Motivational Self System. Student-led visualisation – a twist on teacher-led visualisation – is the key ‘Potentially Exploitable Pedagogic Activity’ (PEPA), explored as a device for inviting a near-future L2 self-guide into the here-and-now. This PEPA evolved out of stages of understanding, including student dismissal as ‘fantasies’ their possible professional L2 selves in a remoter future. Through classroom observation, template analysis of imagery scripts,...

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

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This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat? ) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how . Additionally, exploring a why question did not always lead to a deeper understanding. To address...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Learners of English for academic purposes (EAP) encounter various academic and social challenges in their learning pursuits. To explore collaborative ways of energizing their learning behaviour, an intervention was designed and implemented through the participation of 18 EAP learners and their teacher in a Canadian college classroom for one semester. Adopting a participatory action research framework, the group formed a community in which power was gradually shared and collaborative changes were made to lesson design and delivery. Moreover, the learners participated in the design and implementation of social activities in which they interacted with other members of the public and investigated their mini-research projects. Data were collected through recurrent experience sampling surveys (n = 449), semi-structured interviews, and the...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Peer feedback has been proposed as a way to boost student feedback literacy and learners’ evaluative judgment. However, the notion of peer feedback and its related processes present numerous challenges for teachers and learners. By adopting the principles of Exploratory Practice with my undergraduates studying academic and business English, I explored why my learners did not seem to view peer feedback as worthwhile, unpacking their attitudes and beliefs in this area of practice using both traditional surveys and the idea of classroom meta-dialogues. I attempted to develop evaluative judgment skills and proactive recipience by tailoring peer feedback processes around oral presentations, a central...

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