Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación creencias y actitudes de los profesores escritura académica

Resumen:

Despite the recognized importance of supervisors’ feedback in enhancing students’ academic development, research on novice supervisors’ perspectives, especially concerning undergraduate thesis supervision in English as a foreign language (EFL) contexts, remains scarce. In an attempt to address this gap, this qualitative case study explored the written feedback beliefs and practices of two novice supervisors in the department of English of two universities in mainland China. It examined how their beliefs were shaped and translated into practice during their supervision of EFL undergraduate students. Data were collected longitudinally over an 8-month period, including semi-structured interviews, written feedback samples, and voice messages, to capture the full thesis supervision process. Findings revealed that supervisors held varying...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial pragmática

Resumen:

Effective academic communication in multilingual higher education requires pragmatic competence, yet this dimension of language ability is often overlooked in instruction and insufficiently supported through feedback or authentic practice. Grounded in instructed pragmatics and technology-mediated learning frameworks, this study reports on the design, implementation, and empirical evaluation of an artificial intelligence (AI)-mediated multimodal platform developed to scaffold pragmatic competence in Indonesian within digital academic contexts. The platform integrates five interdependent features: automated text analysis to identify speech acts, politeness strategies, and violations of conversational principles; video analysis with multilingual transcription and theory-based annotation; conversation simulations providing context-...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción expresión oral factores afectivos

Resumen:

Cumulative research has explored willingness to communicate (WTC) in English as a second language and English as a foreign language contexts, but few have looked at the interface between WTC and learner talk from a Chinese learning perspective. This study investigates how six multilingual and multicultural students’ WTC translates into talk in a Chinese as a foreign language classroom in a highly internationalised Scottish University. Specifically, it examines what factors play a part in translating WTC into talk and how such factors enable or impede the process. It adopts a qualitative multiple-case study approach comprising high-density monthly triangulations of classroom observations, learner journals, video-stimulated recall interviews and semi-structured interviews conducted over one academic year. Findings revealed 13 learner-...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos estrategias de aprendizaje diferencias individuales

Resumen:

Although second language (L2) emotions have been intensively investigated in the recent decade, little attention has been paid to how L2 learners regulate their L2 learning emotions. It also remains unknown how different combinations of emotion regulation strategies (ERS) relate to learners’ regulatory emotional self-efficacy (RESE) beliefs and L2 burnout. The current study recruited 777 Chinese undergraduates of English as a foreign language (EFL) by administering a battery of questionnaires. Latent profile analysis indicated that three distinct groups of learners emerged, namely the Adaptive Group (40.5%), the High ERS Group (6.8%), and the Maladaptive Group (52.7%). Three-step Bolck–Croon–Hagenaars (BCH) analysis revealed distinct group differences in RESE and burnout. The Maladaptive Group reported the lowest levels on both RESE...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación escritura académica motivación

Resumen:

This multiple case study explores how and to what extent Chinese English-major students engage affectively, behaviorally, and cognitively with supervisory feedback on their English-as-a-foreign-language (EFL) undergraduate theses, as well as how motivation and second language (L2) proficiency may mediate their engagement. Data were collected from three students through stimulated recalls, interviews, thesis drafts with supervisors’ feedback comments, and audio recordings of supervisor–student conferences. Qualitative data analyses revealed that the three participants differed markedly in their engagement with supervisory feedback on their undergraduate theses. Driven by different motivations and mediated by their levels of English proficiency, the students took different stances and employed different cognitive strategies in their...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática materiales audiovisuales actos de habla

Resumen:

The present study deals with the effect of audio-visual material for second language (L2) pragmatic learning in the foreign language classroom. More specifically, it analyzes whether being exposed to captioned and non-captioned input in an experimental condition entailing no instruction on pragmatics might have any influence on the learners’ pragmatic performance. To this aim, two intact classes ( N = 31) of learners of English as a foreign language (EFL) at a B1 level were exposed to videos with captions and without captions, respectively. Before and after watching the videos, all the students were asked to carry out a role-play task with situations like those in the videos. A mixed-methods approach was used to analyze the learners’ performance in terms of types and number of strategies to perform speech acts (quantitative) and in...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación aprendizaje basado en proyectos aprendizaje colaborativo

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: aprendizaje colaborativo expresión escrita interacción

Resumen:

Pair dynamics has received much attention in collaborative writing (CW) research. Prior research on the link between pair dynamics and L2 learning opportunities (often operationalized as language related episodes; LREs) in CW has primarily focused on the quantity, length, and outcome of LREs, but rarely considered the quality of the LREs. Also, scarce research has considered the fluctuating nature of pair dynamics and its impact on the L2 learning opportunities. This study employs an approach of detecting pair dynamics that accounts for its fluid nature to investigate how learners’ collaboration in various aspects of CW may influence the quantity, quality, focus, and outcome of the LREs in CW tasks by intermediate L2 learners. Results indicated that while discussion on task management and organization generally took up a limited...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora vocabulario uso de la L1 en el aula

Resumen:

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas creación de materiales tecnología educativa

Resumen:

Research on task-based language teaching (TBLT) has gained significant attention in recent years, yet studies on task design have primarily focused on manipulating task variables for research purposes. Little is known about teachers’ design processes, their choices, and how they balance design variables for pedagogical tasks. This study investigates task design processes in primary school contexts using an innovative web-based design tool. Thirty-five primary school teachers participated, with their design activities captured through think-aloud protocols. This approach provided a detailed view of teachers’ strategies, challenges, and iterative refinements during task creation. The findings reveal previously undocumented aspects of task design, including how teachers navigate the task cycle, their cognitive processes during design,...

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