Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores reflexión docente práctica docente

Resumen:

Exploratory practice (EP) is a form of practitioner research that has made inroads in second language learning and teaching since the special issue of Language Teaching Research (2003) in which Allwright et al. proposed its reconceptualization in language teaching. Two decades later, this article reports on the influence that EP has accomplished by having its principled framework integrated in the pre-service language teacher education (LTE) programmes of two Brazilian Universities. A British Council funded project (2018–19) enabled a group of Brazilian teacher educators to carry out a qualitative investigation to identify how 44 of their former teacher-learners who undertook these programmes between 2008 and 2018 perceive the value of EP in their professional lives. The thematic analysis of the discourse generated through face-to-...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita tecnología educativa

Resumen:

Student engagement with written feedback (WF) in English as a second language (ESL) / English as a foreign language (EFL) learning has been widely researched from cognitive, affective, and behavioural dimensions. Students’ textual change is taken as the only indication of their behavioural engagement with feedback. Students’ no-revision operation or their unaction is usually considered as their disengagement or lack of engagement, or excluded from the examination of students’ WF engagement. How students have possibly engaged themselves with WF before they consequently disuptake (used in the context of feedback engagement, as an opposite to “uptake”) it is hardly touched upon in most studies. To visibilize students’ invisible engagement, we contextualized the study in a natural EFL writing class involving students’ writing and...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas motivación identidad

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: translingüismo expresión escrita multilingüismo

Resumen:

This study investigates the variations in multilingual students’ translingual practices across language proficiency levels in the context of Chinese as a second language (CSL) writing. The case study examined multilingual students’ CSL writing across different proficiency levels at a Sino-US joint-venture university in China, with the aim to understand the variations in translingual practices across these levels. The findings revealed that as language proficiency advanced, there was a corresponding increase in the sophistication of translingual practices, which was manifested in a rise in nuanced, strategic, and culturally inclusive writing. The gradual development in language proficiency allowed students to navigate beyond lexical boundaries and embrace linguistic and cultural diversity, which indicated a change from a monolingual...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora estrategias de aprendizaje aprendizaje colaborativo

Resumen:

While research has indicated that college students may benefit from collaboratively reading academic texts, little is known about how they co-construct comprehension through text-based discussions. This case study focused on two groups of undergraduate students with different degrees of participation in discussions – one active group and one silent group – in a course on English for academic purposes (EAP) at a Chinese university. Drawing upon classroom observation and semi-structured interviews, the study investigated the spontaneous use of reading strategies in 10 post-reading group discussions and probed into the key processes for comprehension building shared by the two groups. The findings suggest that the students utilized a series of reading strategies and drew on the ideational and linguistic resources shared within the group...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresiones idiomáticas enseñanza/aprendizaje de vocabulario fraseología

Resumen:

Learners of a second language often vocalize newly learned items, and previous studies have shown that this practice facilitates the learning of single words and multiword expressions. However, these effects have been demonstrated only in mixed-list designs, where a single list of items is learned using multiple learning methods, and have not been tested in pure-list designs, where each list is learned with one consistent method. Moreover, prior research has relied almost exclusively on written recognition tests, leaving spoken-modality tests and recall measures largely unexamined. This study employed a within-participant, pure-list design in which each list was associated with a single learning condition, and each participant studied a total of four lists. The participants were 68 Japanese learners of English. Participants learned 64...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora multimodalidad alfabetización

Resumen:

Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering ‘textual thinking’, understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon readers to focus on form–meaning connections, and shifts the focus of reading purposes, toward reading as a form of participation in everyday literacy practices, and reading as a way of thinking critically about representation and communication. This article presents findings from an empirical study investigating the reading processes of second language (L2) French learners while interpreting an authentic multimodal web text, guided by tasks informed by multiliteracies. A prompted think-aloud...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos expresión oral

Resumen:

Adopting a quasi-experimental design, this study investigated the effects of motivational interventions on second language (L2) willingness to communicate (WTC), self-confidence, and anxiety over a period of 27 weeks. A total of 391 Chinese junior secondary students were assigned to four instructional conditions: Instruction incorporating no motivational strategies (control condition), instruction supported by experience-related motivational strategies (Intervention 1), instruction utilizing vision-related motivational strategies (Intervention 2), and instruction drawing on experience-related and vision-related motivational strategies (Intervention 3). The effects of the interventions were assessed through measures administered at three timepoints to track changes in participants’ WTC, self-confidence, and anxiety. A combination of...

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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: factores afectivos expresión oral enfoque por tareas

Resumen:

This embedded mixed-methods study reports on the impact of perceived second language oral proficiency on English-as-a-foreign-language learners’ task emotions (i.e., anxiety, enjoyment, and boredom), and the influence of task emotions on speech fluency across different perceived second language oral proficiency levels, both with learners’ actual second language oral proficiency as a control variable. A total of 77 Chinese English-as-a-foreign-language university students were recruited for quantitative data collection. Results showed that higher perceived second language oral proficiency correlated with lower anxiety and greater enjoyment. It was also found that perceived low-level second language speakers demonstrated greater emotional susceptibility. Additionally, two learners with similar actual but different perceived second...

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