Tipo: artículo

Metodología: estudio empírico

Temas: metacognición enseñanza a niños expresión oral

Resumen:

This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners’ (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8–9 years old) from two intact classes participated in the study. The learners in Class A (n = 23) engaged in a series of activities designed to increase their metacognition in relation to WTC, while Class B (n = 21) served as the control. Three outcome measures were explored in the pre-post design: (1) WTC questionnaire; (2) second language (L2) production during group work; and (3) empty WTC pyramids that the participants drew before and after the intervention. In addition, post-intervention interviews were conducted to understand the...

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Tipo: artículo

Metodología: trabajo teórico

Temas: enseñanza/aprendizaje de lenguas creación de materiales materiales didácticos

Resumen:

Despite growing calls to humanize materials for English language teaching (ELT), the emotional dimension of materials design remains largely overlooked, limiting their potential to foster affective engagement and support emotionally rich learning experiences that contribute to learners’ holistic development. This article proposes an emotional design framework for ELT materials, which draws on Norman’s Emotional Design Theory and empirical findings of emotional design in multimedia learning, and is informed by research in ELT materials, language education and applied linguistics. The framework outlines three levels of emotional design: visceral, behavioral, and reflective, to guide the development of ELT materials that stimulate the senses, promote meaningful and interactive language learning, and encourage personal reflection. To...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos interacción educación primaria y secundaria

Resumen:

Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students’ perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from 103 seventh to ninth grade classrooms (n = 3,643) using self-report questionnaires. Doubly latent multilevel structural equation modeling showed that perceived peer enjoyment, anxiety and boredom, and students’ corresponding emotions for language learning, were positively related and that the effects of perceived peer enjoyment, anxiety and boredom on corresponding student emotions were mediated by control and value appraisals at the individual level. At the class level, however, the mediation...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas pragmática actos de habla

Resumen:

This study investigates the effects of input-based and output-based instructions on the acquisition of second language (L2) request modifiers. Four intact classes were randomly assigned to textual enhancement (TE), input flooding (IF), output-based instruction (OI), and control (CO) groups. The TE group watched some captioned videos on requests and read over the video transcripts with the target features typographically highlighted. The IF group watched twice more captioned videos and read over the video transcripts with no textual manipulation. The OI group watched videos with no captions and then engaged in dialogue reconstruction tasks. Results of the pragmatic comprehension and production pre-test and post-test revealed the overall effectiveness of the treatment. TE and OI groups performed rather similarly in the comprehension...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: aprendizaje autónomo metodología de investigación aprendizaje informal

Resumen:

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Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an active agent in the learning process. To understand the role of autonomy in, and its connections with other areas of study, it is important to ask how it has been conceptualized and operationalized. In addition, given its elusive and amorphous nature, it is timely to ask if and how (the development of) learner autonomy has been evaluated. In this article we...

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula aprendizaje colaborativo expresión escrita

Resumen:

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Reflecting the important role of collaborative dialogue in second language (L2) learning, collaborative writing tasks have been widely used in L2 classrooms to help students gain new knowledge and consolidate their existing knowledge about how the target language works. Although use of the first language (L1) during peer interaction has been criticized (Levine, 2003; Unamuno, 2008), collaborative dialogue research has identified how L1 English use serves several important sociocognitive functions and supports knowledge mediation in foreign language classrooms (Swain & Lapkin, 2013). This study also examines the sociocognitive functions served by English in an L2 French classroom but compares...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación pronunciación AICLE/CLIL

Resumen:

Research on young learners’ motivation in second language (L2) acquisition has expanded considerably, yet pronunciation-specific motivation remains largely overlooked, particularly in Content and Language Integrated Learning (CLIL) contexts. At the same time, gender has frequently been claimed as a source of variation in L2 motivation and pronunciation attainment, although recent evidence from primary-school CLIL settings suggests that such differences may be far less pronounced than traditionally assumed. This study compares English pronunciation motivation across CLIL and non-CLIL programs in Spanish primary education learners and between boys and girls within each type of instruction. A total of 337 pupils in Grades 3 and 4 from five semiurban schools in a monolingual region of northern Spain (3 CLIL, 2 non-CLIL) completed a 38-...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos competencia intercultural expresión oral

Resumen:

This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creación de materiales comprensión lectora

Resumen:

Generative artificial intelligence (AI) tools have shown great potential for assisting teachers in their teaching routines. However, there is an urgent need for more empirical research to investigate the implementation and effectiveness of these tools. This study aimed to explore how teachers in an English as a foreign language (EFL) context perceived and used a generative AI-based tool, ChatPDF, to develop materials for reading lessons. Data were collected from three EFL teachers’ dialogues with ChatPDF, artefacts (including original and finalized materials), and individual semi-structured interviews. Content analysis was used to analyse the dialogues with ChatPDF through the lens of pedagogical content knowledge. The interviews were analysed thematically, and the artefacts were used for triangulation. The findings show that the...

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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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