Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural multimodalidad pensamiento crítico

Resumen:

This article addresses visual literacy as a crucial competence for fostering intercultural literacy and intercultural dialogue. Visual literacy has been defined as a combination of skills needed to interpret the meaning of images, latent reasons behind their making and their impact on audiences. Individuals need to develop such skills to critically read the ‘vocabulary’ (content) and ‘grammar’ (composition) of images they are constantly flooded with to fully understand and appreciate the underlying meaning of visual representations of their own culture and other cultures, as well as the people belonging to different cultural groups. The Council of Europe’s Autobiography of Intercultural Encounters through Visual Media (AIEVM) has been designed to promote interculturality through the reflection on the other, as portrayed in visuals. By...

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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: enseñanza/aprendizaje de vocabulario comprensión lectora input

Resumen:

This article examines the influence of different reading conditions (i.e. reading only and reading with first language marginal glosses), number of word encounters (one, three, and seven) while reading, and combinations of these two variables on new word retention. This study considered a total of six possible combinations. Six groups of Chinese learners of English as a foreign language (EFL) (n = 240) were randomly selected and each assigned to a condition including 15 target lexical items. Each treatment session lasted for 5 weeks. One delayed test, containing four dimensions of vocabulary knowledge, was intended to measure learners’ retention of unknown words. The delayed test was administered 2 weeks after the experiment and was not disclosed to the learners in advance. The groups whose reading was accompanied by first-language (...

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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: español como lengua extranjera traducción automática Google Translate

Resumen:

Google Translate (GT) has become a popular machine translation (MT) tool among language learners, received by instructors with excitement over its pedagogical potential and concerns about its possible misuse in the classroom, particularly when this misuse goes undetected. This study investigated the suitability of natural language processing (NLP) software for the automated detection of MT use in second language (L2) writing, examining a dataset composed of written samples generated by GT and direct L2 writing produced by intermediate-level postsecondary learners of Spanish. NLP-powered analyses found significant lexical and sentential-level differences, as well as estimated proficiency-level differences across text types. Automated judgments based on lexical diversity and amount of coordination yielded detection accuracy rates of 73....

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo manuales comprensión lectora

Resumen:

Web-based peer learning (WPL) is widely recognized as effectively complementing students’ learning activities. However, its role in students’ textbook use, which is an important aspect of students’ knowledge construction, is still unknown, particularly with respect to pre-class textbook use. To fill this knowledge gap, this qualitative case study explored WPL’s role in pre-class textbook use (i.e., textbooks used before in-class instruction of a new text) of 15 students enrolled in an English-as-a-foreign-language reading course at a university in China. A thematic analysis of multiple data resources (e.g., interviews with students and students’ web-based activities) collected over a semester was conducted. The results showed that in addition to improving their reading literacy, the students’ WPL helped them retain the content learned...

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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: enseñanza/aprendizaje de lenguas factores afectivos innovación educativa

Resumen:

Incorporating mindfulness into education has been linked to improving academic, social and emotional learning. This article describes an investigation of the implementation of meditative practices in a foreign language setting (German). Two classes underwent distinct varieties of meditation: The count-to-ten method and the guided meditation approach, whereas a third class served as a comparison group by not partaking in meditative activities. Meditative practices were implemented for a period of one year and data were collected on students’ academic achievement, measures of mindfulness, and evaluations of their perspectives on meditative practices. Results revealed that classes in the treatment conditions showed marked signs of academic achievement and increased awareness relative to the comparison group. Differences were revealed...

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