Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita creencias y actitudes de los profesores

Resumen:

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos estrategias de aprendizaje aprendizaje autónomo

Resumen:

Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students’ academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results...

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Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística input colocaciones

Resumen:

The purpose of this study was to find out, whether three methods of presenting input, were effective in relation to language aptitude. Persian-speaking learners of English were provided with 20 grammatical collocations (verb–preposition collocations) embedded in authentic passages, lexically/grammatically elaborated passages, and lexically/grammatically elaborated passages with shorter sentences and enhanced target collocations. Participants were assessed on their receptive knowledge and productive knowledge of the grammatical collocations by a posttest and a delayed posttest, and their scores were correlated with various measures of language aptitude. The results suggested that modified elaborated input, which provided more focus on form (FonF), positively affected immediate and long-term gains in receptive knowledge and ruled out...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación enseñanza/aprendizaje de la gramática atención a la forma

Resumen:

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This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group (n = 24) and four experimental groups: oral recast (n = 21) oral metalinguistic CF (n = 18) written direct CF (n = 16) and written metalinguistic CF (n = 22). The results revealed no significant difference...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de la gramática escritura académica expresión escrita

Resumen:

This qualitative case study investigates how second language (L2) student writers’ knowledge of grammar interacts with their experiences with academic transition. In particular, the study focuses on academically transitioning L2 student writers’ uptake of systemic functional grammar (SFG), which conceptualizes and explicitly explains language as a social semiotic resource for meaning making. The 14 L2 students involved in the study were transitioning to an informative writing course offered by a university in China. The data sources included interviews with the students and the students’ writing pieces and reflections, and were grounded in a thematic analysis. The study shows that the students experienced academic challenges. However, with their improved uptake of SFG, the students were able to overcome the contextual complexity of...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: feedback/retroalimentación expresión oral creencias y actitudes de los profesores

Resumen:

Studies on oral corrective feedback (OCF) have been lately tilted toward examining preferences for correction motivated by the belief that they are connected to emotional comfort, learning motivation and outcomes. Some have compared teachers’ preferences with learners’ expectations to find the mismatches between the two. Others have compared teachers’ beliefs with their practice to see how beliefs are reflected in practice. Despite the numerous studies, there seem to exist considerable gaps in the literature that merit consideration. Given the significance of studying OCF preferences, the present study presents a critical systematic review of the studies on corrective preferences to uncover the gaps. For this purpose, scientific databases, including Google Scholar, Scopus, Web of Science, ScienceDirect and JSTOR with 16 related...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos diferencias individuales educación primaria y secundaria

Resumen:

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: enseñanza/aprendizaje de lenguas creencias y actitudes de los profesores expresión oral

Resumen:

Despite substantial development in second-language (L2) fluency research, fluency remains underexplored in L2 teaching. Emerging evidence suggests that research-based fluency-enhancing activities are not fully utilized in classrooms, partly due to teachers’ relatively broad conceptualization of fluency. To address this issue, this study examines (1) teachers’ beliefs about fluency and fluency-enhancing activities and (2) the extent to which these beliefs are reflected in their classroom practices. By triangulating data from questionnaires, interviews, and classroom observations, this study contributes to the growing body of L2 fluency research, which has primarily focused on teachers’ self-reported data, thereby paving the way toward bridging the research–pedagogy gap. Using a mixed-methods approach, the analysis revealed (1) a...

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula multilingüismo enfoques y métodos

Resumen:

Macaro has stated that the choice between a monolingual, immersive, target language-only pedagogy versus a non-immersive, multilingual pedagogy is ‘probably the most fundamental question facing second language acquisition (SLA) researchers, language teachers, and policymakers’. Recognizing that prior empirical work on monolingual versus multilingual approaches has primarily been (1) descriptive, (2) in the context of English as a second or foreign language, and (3) very short term, often with one brief treatment, this intervention study examines the effectiveness of use of the L1/non-target language in the L2 classroom in a quasi-experimental, 10-week study examining French, a commonly learned foreign language, and Arabic, a less commonly learned foreign language, at beginning levels of proficiency in a community-based setting with 25...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas tecnología educativa multimodalidad

Resumen:

Although increasing evidence has demonstrated the benefits of mobile technology in diverse aspects of language learning, research on the use of mobiles in task-based instruction has been scarce. Particularly, there has been little research directly investigating predictors of the quality of mobile-assisted, video-making tasks. To fill the gap and contribute to the area of emerging technology-mediated, task-based language teaching, the current study examined predicting factors of the quality of digital-video-making task outcomes. Forty-eight Korean high school students completed a digital-video-making task using a mobile application called KineMaster. Students created a self-introduction storytelling video focusing on their experiences of success or failure in their life. To examine predicting factors (English writing proficiency,...

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