Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje autónomo estrategias de aprendizaje enseñanza en línea e híbrida

Resumen:

Self-regulated learning (SRL) is crucial to online language learning. Previous studies have shown that learners’ self-efficacy, task value, and SRL strategies improve SRL in online language learning contexts. However, how self-efficacy and task value affect different types of online SRL strategies is understudied. This study investigated the determinants of different types of online SRL strategies in online language learning courses to determine whether task value mediated self-efficacy and online SRL strategies. A total of 425 international university students who studied online Chinese language courses were recruited to complete self-report questionnaires measuring self-efficacy, task value and four types of online SRL strategies. Structural equation modelling showed that self-efficacy had significantly direct and positive effects...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: realidad virtual telecolaboración e intercambios virtuales estrategias de comunicación

Resumen:

Many learners of English as a foreign language struggle to develop second language speaking fluency because of limited opportunities for authentic communication with linguistically diverse English users in English as a multilingua franca context. This study aims to address this problem by investigating the effects of communication strategy instruction, an approach believed to facilitate communication in English as a multilingua franca contexts. This study compared two approaches of communication strategy instruction, explicit and implicit, combined with low-immersion virtual reality. Over 11 weeks, 159 Vietnamese undergraduates were randomly assigned to one of three instructional conditions: Explicit + virtual reality, Explicit + non-virtual reality, and virtual reality Implicit. Data sources were video recordings of pre-, post-, and...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita enseñanza a niños

Resumen:

Second language (L2) writing research has demonstrated that young learners discuss linguistic issues, make use of feedback, and show a generally positive disposition toward writing tasks. However, many issues deserve further investigation. Regarding task implementation, few studies have been conducted with young learners writing individually, and few have compared different feedback types. Also, the focus of analysis has mostly been placed on students’ discussions; little is known about aspects such as draft quality and task motivation. To address these gaps, draft quality and task motivation were measured in 75 learners (aged 10–12 years) engaged in a three-stage writing task. They were divided into a task repetition group (n = 21), a group that received feedback via direct corrections (n = 30), and a group that received feedback via...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas mediación MCER

Resumen:

The aim of this qualitative multiple-case study is to examine how six teachers implement linguistic mediation in their classrooms and to explore the implications of these practices for language pedagogy. Data were collected through semi-structured interviews with three novice and three experienced teachers working at higher education institutions in Türkiye. Following the introduction of the Common European Framework of Reference for Languages Companion Volume , mediation has become central to language education, with an increasing emphasis on mediation-oriented approaches. The findings indicate that, although 11 specific mediation activities and strategies (such as linking to prior knowledge and integrating technology) were identified, participants demonstrated limited conceptual clarity regarding mediation. Nevertheless, both novice...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: reflexión docente práctica docente profesorado

Resumen:

In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita análisis de errores

Resumen:

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners’ revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness (i.e., underlining only and underlining+metalinguistic cues). Fifty-three intermediate level learners of English as a second language (ESL) were divided randomly into four groups: One direct, two indirect, and a control group. Students produced three pieces of writing from different picture prompts and revised them over a three-week period. Each group also produced a new piece of writing two weeks later. The study included seven sessions: Writing 1, revision of Writing 1, Writing 2, revision of...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral cognición y procesamiento factores afectivos

Resumen:

Texto completo

Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP) course at an Australian university. This data is then used to investigate the reasons for a sample of those pauses, using the researchers’ interpretations, followed by student explanations in stimulated recall interviews (SRIs). The main findings provide confirmation that the location and the reasons...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales factores afectivos motivación

Resumen:

Although the number of studies into grit in second/foreign language (L2) learning is on the rise, available empirical evidence is still scant, particularly in relation to links between the two facets of (L2) grit (i.e. perseverance and interest), positive (i.e. enjoyment, curiosity) and negative (i.e. in-class and after-class boredom, anxiety) emotions as well as motivation. In addition, most research has been quantitative in nature and has mainly targeted Asian contexts. In order to fill these gaps, a mixed-methods study was undertaken among English majors and English student teachers in Hungary. It aimed to: (1) characterize the participants in terms of the variables under investigation, (2) identify their profiles in relation to general grit and L2 grit, and (3) determine the differences between the identified clusters with respect...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación identidad educación superior

Resumen:

Future second language (L2) self-images have proven integral to L2 motivation, prompting several attempts to purposefully develop learners’ ideal L2 selves over the past decade through the use of vision-building techniques. Some of these ‘vision interventions’ have reported successfully enhancing learners’ L2 self-images and motivation; other studies, however, diverge from an unqualified success narrative, citing for example a lack of increase in learner effort despite stronger future vision. Data collection has also been typically restricted to the period of the intervention itself, and so insight into the long-term take-up of the introduced techniques, or how potential outcomes develop over time, remains limited. To gain further understanding into such issues, we have charted the evolving nature of the L2 vision intervention over...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación aprendizaje autónomo enseñanza a niños

Resumen:

Self-efficacy, the belief in one’s own capability, is an important element in students’ academic success and positive functioning in school settings. However, self-efficacy, like motivation, is easily frustrated by the social environment in school. Although studies have investigated the cross-theoretical relationship between self-efficacy and autonomy support in English as a foreign language (EFL) classrooms in a university and a secondary school setting, it has not been examined in the primary school context. To address the research gap, the present study explored the relationship that might exist between self-efficacy and perceived autonomy support in primary EFL classrooms. The participants were 454 fifth-grade students from three primary schools in Japan and Taiwan. They responded to scales measuring academic self-efficacy and...

Ver ficha completa