Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita factores afectivos motivación

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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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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas creación de materiales formación de profesores

Resumen:

As the central construct in task-based language teaching (TBLT), “task” has been defined in a myriad of ways. Though popular criterion-based definitions offer a tantalizingly straightforward description of the construct, they have, at times, proved difficult to apply in practitioner contexts. With over 17 definitions identified in the literature, prominent scholars have advocated for efforts that offer a more unified understanding of “task” that may be better able to support task-based language teaching in implementation initiatives. This exploratory, qualitative study examines how two cohorts of K–16 U.S.-based world language teachers (n = 35) approached task design in a task-based teacher education program from a materials development perspective. An analysis of the 114 activities teachers created revealed that although submissions...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas creencias y actitudes de los estudiantes motivación

Resumen:

This study aimed to examine the relationships between English as a foreign language (EFL) students’ language mindsets (i.e. entity and incremental beliefs about general language intelligence, second language aptitude, and age sensitivity in language learning) and graded performance by considering the mediating roles of their perceived instrumentality as well as four aspects of engagement (i.e. agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement) within English classes. A total of 526 EFL students voluntarily participated in the present study. A latent factor correlation analysis, a series of multiple regression analyses, and a structural equation modeling analysis were conducted to analyse the data. The results showed that EFL students’ language mindsets, four aspects of engagement, perceived...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora enseñanza a niños educación primaria y secundaria

Resumen:

The present study presents an instructional procedure developed in an attempt to enhance incidental learning through graded readers in class, the Multiple Incidental Exposures (MIE) procedure, and compares it to a more common procedure involving reading and doing the exercises, which is referred to as Traditional Explicit Practice (TEP). Participants were 44 Catalan/Spanish students (aged 10–11 years) taking the fifth course of primary education in a school in Catalonia. Participants belonged to two intact classes that were randomly assigned a condition: MIE group (n = 23, n = 15 males, n = 8 females) and the TEP group (n = 21, n = 12 males, n = 9 females). The MIE group was first told the story by their teacher, then read and listened to the graded readers twice (first collectively and later on individually), to be followed by a True...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática actos de habla lingüística cognitiva

Resumen:

This study responds to the growing emphasis on applying the cognitive linguistic approach to second language (L2) teaching by investigating the effects of metaphor awareness-raising instruction on the acquisition of requests in the underexplored domain of L2 pragmatics. Using a pretest, intervention, immediate posttest, and delayed posttest design, this study compares the performance of an experimental group exposed to metaphor awareness-raising instruction with a comparison group receiving explicit instruction. Both groups engaged in three weekly 35-minute teaching sessions. Computer-animated production tasks were utilized to elicit learners’ request productions in the pretest, immediate, and delayed posttests. Results indicated significant improvement in both groups postintervention, with the experimental group demonstrating...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos expresión escrita aprendizaje colaborativo

Resumen:

According to positive psychology (PP), positive emotions contribute to language learning by helping learners recognize their strengths and overcome obstacles. One form of PP is altruism (altruistic teaching), which requires teaching without self-focus. The present study aimed to investigate how altruism affects the emotions and second language (L2) summary writing skills of Iranian L2 learners, drawing on an experimental (comparison group, pretest–posttest) design within a sequential explanatory design. The participants of the study were 130 Iranian learners of English as a foreign language (EFL) with B1 general English language proficiency who were assigned to one intervention and one comparison group, and underwent the intervention and control intervention, respectively. Both the intervention and control intervention involved an...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza/aprendizaje de lenguas feedback/retroalimentación expresión escrita

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In English as a second or foreign language (ESL/EFL) instruction, feedback plays a crucial role in students’ writing development. In authentic classroom settings, students often receive simultaneous feedback from multiple sources, such as teachers, peers, and machines, each offering its own advantages and challenges. Thoughtful integration of these diverse feedback mechanisms can enhance writing skills; however, there is still limited understanding of how to implement this approach effectively. This systematic review, drawing on third-generation activity theory (AT), investigates strategies for integrating multiple feedback sources in ESL/EFL writing classrooms. By analysing 24 empirical studies...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL cultura diseño curricular

Resumen:

Content-based instruction (CBI) is a pedagogical approach used in the second/other language classroom that commits to addressing both language- and content-learning objectives. Scholars have found that, particularly in the planning stages, teachers struggle with achieving that balance (Donato, 2016; Lyster, 2007). This study examines world language (WL) teachers’ planning for CBI via these research questions: (1) When experienced teachers from traditional WL classroom contexts design CBI unit plans, what do these plans reveal about the pathways they take towards CBI in a traditional WL settings? (2) What broader challenges and opportunities related to using CBI in the traditional WL context are revealed? The data sources in this qualitative lesson analysis study are 36 unit plans developed as the final project for a graduate-level...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita cognición y procesamiento

Resumen:

Although numerous studies have attested to the effectiveness of written corrective feedback (WCF) in promoting second language (L2) accuracy, the extent to which WCF contributes to acquisition is still debatable. This study thus aimed to investigate the effects of WCF on the development of Thai EFL (English as a foreign language) learners’ implicit and explicit knowledge of English plurals, and the extent to which learner differences in working memory capacity (WMC) moderated the efficacy of WCF. This experimental study adopted a pre–post–delayed-posttest design and was carried out over the course of a 9-month period. Seventy-five low intermediate learners were randomly assigned to the direct focused, direct unfocused and the control group. All groups completed a metalinguistic knowledge, untimed grammatical judgement, timed writing,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas traducción automática expresión escrita

Resumen:

This study investigated the influence of using machine translation (MT) for second language (L2) writing on the subsequent L2 writing produced without the use of MT. A total of 130 Korean university learners of L2 English at three proficiency levels generated English essays without utilizing MT during the first and last classes of a general English course. Between these two occasions of writing, they wrote in English employing MT on four occasions. The first and final essays were compared via syntactic complexity, accuracy, lexical complexity, and fluency (CALF) measures. The learners were also asked about their attitudes toward and use of MT. The results indicated that MT use affected L2 writing differently according to proficiency levels. The advanced learners and the low-intermediate learners, who represented the lowest-level...

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