Tipo: artículo

Metodología: estudio empírico

Temas: cultura competencia intercultural creencias y actitudes de los profesores

Resumen:

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Teaching culture in Foreign Language (FL) education has evolved from a domain focusing on the reproduction of cultural facts to a domain in which culture is seen as a dynamic concept. Persistent challenges remain concerning the implementation of Teaching Culture as a Dynamic Concept (TCDC). Teachers’ ideas concerning FL culture teaching are considered to be varied and researchers indicate culture teaching practices are not aligned with scholarship on FL culture teaching. This study aimed to gain more insight into the perceptions and practices of teachers who pioneer in TCDC. For this study we interviewed 13 FL teachers in secondary education who pioneer in TCDC. Transcripts from the interviews...

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Tipo: artículo

Metodología: estudio empírico

Temas: CALL/ELAO feedback/retroalimentación enseñanza/aprendizaje de la gramática

Resumen:

Although most second language learning studies involve high-educated participants, addressing low-educated participants seems important as research suggests that education background impacts second language (L2) learning efficiency. A controversial point in the L2 learning literature is the role of corrective feedback (CF). Research on CF in relation to individual differences, including education background, requires controlled experimental environments. This article presents a study in such a controlled environment: a computer assisted language learning (CALL) system with logging capabilities and automatic speech processing to provide CF on spoken grammar practice. In the experiment, 68 Dutch L2 learners were randomly assigned to either an automatic grammaticality CF condition or a NOCF (no corrective feedback) condition. We analysed...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado factores afectivos diferencias individuales

Resumen:

Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present study investigated the roles of three individual difference factors, namely, growth teaching mindset, teaching grit, and emotion regulation in EFL teachers’ burnout. The data were collected from 218 EFL teachers through convenience sampling. The results of regression analysis and relative weight analysis indicated that growth teaching mindset and teaching grit negatively predicted burnout. In addition, while reappraisal emotion regulation...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas uso de la L1 en el aula práctica docente

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There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national contexts. Through an extensive survey of secondary school teachers of a FL in Spain and England we investigated teachers’ reported L1/L2 practices and the possible influence of pre-service training on these practices. We found that teachers in England reported greater use of the L1 than teachers in Spain across virtually all language functions. In both...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral vocabulario competencia léxica

Resumen:

In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the results seen in narrative, monologic lexical coverage studies that it is possible for intermediate EFL learners to attain adequate listening comprehension on texts with as little as 90% lexical coverage. However, variation in participants’ scores on higher lexical coverage dialogues suggest pseudo word distribution and topic familiarity might be acting as confounding variables in lexical coverage studies which use pseudo word manipulation. Suggestions for methodological reform for future projects...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos motivación estrategias de aprendizaje

Resumen:

For second language learners, second-language anxiety is a critical barrier to effective second-language learning, particularly in productive skills such as speaking and writing. Although previous research has underscored the importance of a growth mindset in second-language acquisition, its role in shaping self-regulated anxiety control strategies across different language modalities remains underexplored, especially regarding the potential for cross-modality transfer (i.e., the reciprocal influence between speaking and writing). This study innovatively extends the Second Language Motivational Self System and the Strategic Self-Regulation Model by integrating them with the Language Mindsets Meaning System to examine how a growth mindset of speaking promotes the use of self-regulated anxiety control strategies across both speaking and...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita escritura académica integridad académica

Resumen:

To avoid plagiarism, students have to learn the appropriate and effective ways of source text use, such as paraphrasing, summarizing, and citation. However, few studies have investigated how learners of English as a foreign language (EFL) employ copy and paraphrase as source text use strategies in completing writing tasks involving reading material, and how characteristics of the reading material, such as genre, affect such use. This article reports an empirical study that attempted to address the issue. Eighty students from an undergraduate program of a Chinese university wrote summaries for a narrative text and an expository text. Their drafts and the source texts are compared to identify instances of retention of strings of words from sources. Analysis of the summary scripts showed that participants heavily relied on the source...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes enseñanza/aprendizaje de la gramática atención a la forma

Resumen:

Although language learner beliefs are a distinct individual difference factor that can significantly influence the success of language learning, limited attention has been given to young language learners’ beliefs about grammar instruction and their relationship with students’ learning outcomes. In this study, we administered a questionnaire tapping into learners’ beliefs regarding grammar instruction to 277 Chinese primary school students and utilized the Cambridge Young Learners English Tests (A1 Movers) to measure their second-language proficiency, including listening, reading and writing, and speaking skills. Our results revealed that the participants preferred form-focused and inductive grammar instruction over meaning-focused and deductive grammar instruction. Moreover, the results of multilevel modeling suggested that the...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática actos de habla juegos

Resumen:

We investigated the extent to which English learners developed knowledge of pragmatically-appropriate request-making forms through task-based gameplay involving virtual dialogues with fictional professors, employers, and friends on a virtual US campus. The digital game presents players with several scenarios, asking them to select the most appropriate dialogue option given a situation presented in both text and video. Depending on their dialogue choice, one of three videos plays depicting an authentic reaction to the option selected (e.g. happily accepting the request; refusing the request with dismay). Undergraduate students at a Chinese university (n = 105) played the game involving 10 hypothetical request-making scenarios. Two versions of the game were developed. In one version, participants were only given one opportunity to watch...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos expresión escrita profesorado

Resumen:

Based on the self-determination theory, the current study took a multilevel structural equation modeling approach to explore the relations between teacher–student relationship quality (TSRQ), students’ emotional engagement in English as a foreign language (EFL) lessons and writing performance. Furthermore, gender and socioeconomic status (SES) differences were examined in relation to the three constructs. The sample comprised of 952 students from 67 French secondary schools. The results indicated that TSRQ was positively related to students’ emotional engagement at both the student and school levels, although the link between TSRQ and students’ writing performance was non-significant at both levels. The positive association between emotional engagement in EFL lessons and writing performance was significant at the student level but non...

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