Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial Intelligence in Education (AIEd) is reshaping not only the educational landscape but also potentially influencing the motivations of aspiring teachers. This paper explores whether considerations related to AIEd play a role in student teachers' decision to become teachers. For this aim, the study introduces a new AI subscale within the (D)FIT-Choice scale's Social Utility Value (SUV) factor and validates its effectiveness with a sample of 183 student teachers. Descriptive statistics reveal high mean scores for traditional motivators like Intrinsic Value Teaching, while AI-related factors, although considered, exhibit lower influence. A noticeable disconnection exists between...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial intelligence literacy is a concept that has been the focus of exhaustive research recently. However, there are very few psychometrically sound and thoroughly evaluated instruments that attempt to assess AI literacy in a valid way. Therefore, this study presents an item set to assess the AI literacy of non-experts. In the context of a Delphi expert study, 53 subject matter experts participated in three iterative questionnaire rounds to generate potential AI literacy items and assess their content validity. In addition, the experts made suggestions on how the items’ wording accuracy could be improved and evaluated the wording suggestions of the other experts. Of 47...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The rapid integration of generative artificial intelligence (GenAI) technology into education requires precise measurement of GenAI literacy to ensure that learners and educators possess the skills to engage with and critically evaluate this transformative technology effectively. Existing instruments often rely on self-reports, which may be biased. In this study, we present the GenAI Literacy Assessment Test (GLAT), a 20-item multiple-choice instrument developed following established procedures in psychological and educational measurement. Structural validity and reliability were confirmed with responses from 355 higher education students using classical test theory and item response theory...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

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En el ámbito de la evaluación del Español como Lengua Extranjera con Fines Académicos (EFA) se requiere de estudios empíricos que den cuenta del proceso de validación de los instrumentos disponibles. En este artículo se presenta un estudio cuantitativo cuyo objetivo es evidenciar la validez de contenido y de apariencia de un prototipo de prueba EFA, en línea, para un nivel B2. Los resultados indican que se trata de un instrumento válido desde la perspectiva de un grupo de expertos y de una muestra de estudiantes extranjeros de intercambio universitario.

In the field of the assessment of Spanish as a Foreign Language for Academic Purposes (SFA), empirical studies are required to account...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

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La movilidad actual en el contexto universitario requiere replanteamientos para la didáctica de la lengua extranjera y para el diseño de fórmulas de evaluación válidas para certificar la competencia lingüística comunicativa requerida en las situaciones de interacción y el manejo de los géneros textuales orales y escritos del ámbito académico. El artículo parte de las habilidades de comprensión oral y las características de los textos orales propios del ámbito, para proponer una prueba evaluadora multinivel de español académico. Se presentan el procedimiento de validación de la prueba de comprensión audiovisual y conclusiones útiles para la evaluación y la didáctica de...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

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While student feedback literacy has garnered increasing attention in second language education, there is a paucity of research on the relationship between second language (L2) student writing feedback literacy and L2 student writing performance, especially in secondary school contexts. Based on two independent samples of 600 (54.3% female) and 727 (46.2% female) secondary students, the present study validated the L2-Student Writing Feedback Literacy Scale (L2-SWFLS) for secondary students in the Chinese context of English as a foreign language (EFL) and probed into the association between L2 secondary student writing feedback literacy and L2 writing performance. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out to examine the factorial structure of the L2-SWFLS for secondary students. Structural...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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With the growing emphasis on positive psychology, the well-being of foreign language (FL) learners has become a key area of focus. However, existing well-being scales are typically designed for the general population, and a scale specifically tailored to the unique experiences and challenges faced by FL learners is still lacking. To address this gap, the present study aimed to develop and validate a well-being scale specifically tailored for FL learners. Using a mixed-methods design, the study involved 1,182 secondary school students in China, with an average age of 14.14 years ( SD = 1.21) and spanning grades 7–12. Grounded in the positive emotion, engagement, relationships, meaning, and accomplishment well-being model, exploratory and confirmatory factor analysis confirmed an 18-item FL learner well-being scale. This five-factor...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

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This study is a conceptual replication of Ellis’ ‘Measuring implicit and explicit knowledge of a second language: A psychometric study’, published in Studies in Second Language Acquisition (2005), aiming to establish the importance of including belief statements (hypothesized to increase processing demands) in the design of Elicited Imitation (EI) tests. In a between-groups comparison, 103 participants completed one of two versions of Erlam’s EI test (2006), one which required participants to make a ‘belief’ judgement, and one which did not. Both contained ungrammatical stimuli. Participants were scored for repetition of grammatical stimuli and correction of ungrammatical stimuli. An Exit questionnaire aimed to establish how aware they were of ungrammatical stimuli. Participants also completed a timed grammaticality judgement test (...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

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This study examined the components of writing strategies employed in the story continuation writing task (SCWT) and investigated how these strategies related to different aspects of writing performance. Specifically, it adopted factor analyses to validate the strategy subscale of Ye et al.’s (2021) writing performance questionnaire and used structural equation modeling (SEM) to explore the relationship between strategy use and writing performance, as measured by the holistic writing scores and 11 textual indices. The data comprised 330 questionnaire responses and 330 SCWT essays produced by the same group of high school English as a Foreign Language learners selected through convenience sampling. Factor analyses identified three task-specific strategy components: reading_to_select , reading_to_organize , and content_developing . These...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

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Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data (n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After...

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