Tipo: artículo

Metodología: estudio empírico

Temas: andamiaje/scaffolding comprensión oral metacognición

Resumen:

Studies have documented the significance of scaffolding as a sociocultural theory driven type of assistance for the development of English as foreign language (EFL) learners’ language skills in general; however, the comparative efficacy of various cognitive and/or metacognitive scaffolding procedures for EFL learners’ listening comprehension development and progress has received scant attention. As a partial attempt in this regard, this study investigated the comparative efficacy of cognitive and metacognitive scaffolding strategies for EFL learners’ listening comprehension development. For this purpose, 90 intermediate level EFL learners aged 15 to 20 were selected to participate in this study. The participants’ actual proficiency level was assessed using a sample TOEFL Junior Standard test and relatively homogeneous classes of...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión oral factores afectivos

Resumen:

While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students’ oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates’ cognitive, behavioral, and affective engagement with teachers’ oral feedback provided on in-class oral presentations in an English as a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas expresión escrita cognición y procesamiento

Resumen:

Task design features have different effects on second language (L2) production and can be adopted for different pedagogical purposes. However, the synergistic effects of task features were left unexplored in the extant task-based literature. The present study investigated the synergistic effects of two task design features, namely, prior knowledge and reasoning demands, on the writing performance of Chinese learners of English as a foreign language (EFL). Fifty EFL learners were invited to complete two writing tasks, with varying reasoning demands, under one of two conditions, namely, with prior knowledge available or without prior knowledge available. Their written texts were analysed in terms of complexity, accuracy, fluency, and communicative adequacy, to reflect the multi-componential nature of task performance. The results...

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Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación autoevaluación evaluación

Resumen:

Studies have reported comparable effectiveness of teacher assessment and learner assessment in promoting second-language (L2) writing skills (Vuogan & Li, 2022; Yu & Lee, 2016). However, whether learner assessment is equally helpful in enhancing L2 pronunciation learning remains underexplored. Addressing this gap, this pretest–posttest quasi-experimental study examined the effects, validity and reliability, and learners’ perception of peer assessment and self-assessment in L2 English pronunciation. The participants, 183 English majors at a university in China, were divided into three groups, each receiving one type of assessment for the segmental and suprasegmental modules of a pronunciation course. The participants’ performances were examined by pre- and post-intervention reading tasks and assessment forms, and their...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas formación de profesores reflexión docente

Resumen:

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers’ RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many educational contexts. While existing literature has documented the potential benefits that student teachers may reap from video-based RP, there is a lack of attention to the complex interplay between the process of their RP and the contextual factors in their situated learning environment. This article reports on a study which aims to promote video-based RP among student teachers in a pre-service language teacher education course in Hong Kong. Drawing on data from post-course interviews with...

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación estrategias de aprendizaje enseñanza/aprendizaje de vocabulario

Resumen:

This article revisits the use of the term ‘think aloud protocols’ (TAP) as used in second language (L2) research studies as a means for collecting verbal report (VR) data dealing with language learner strategies (LLS). Given that there continue to appear L2 studies that use TAP without differentiating the actual type of VR that is involved, this study investigated the extent to which it makes a difference if the researchers fine-tune the types of VR responsible for yielding the given cognitive processing data. The study was conducted at the university level as part of an effort to investigate the dynamics of vocabulary strategy instruction (VSI) from different angles. Non-native-English-speaking developing teachers generated VR about the strategies that they selected when assuming the role of both tutor and student in one of six dyads...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación aprendizaje basado en proyectos aprendizaje colaborativo

Resumen:

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This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based analysis of multiple questionnaire responses revealed increased motivation among the participants. Three learners were selected to represent each clustering group based on the unique characteristics of their motivational trajectories over the year, which reflect the mediating impacts of their...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación comprensión lectora comprensión oral

Resumen:

Knowing how to create a positive motivational climate that motivates college students to engage in second language (L2) courses can be a big challenge for some L2 college professors. We created an intervention that used teaching strategies consistent with the MUSIC Model of Motivation to redesign lecture-based reading and listening classes within an L2 English course. The purpose of this study was to compare the effects of the intervention on students’ perceptions of the motivational climate, motivation, and effort. Students were surveyed four times throughout the semester: before and after a reading class intervention, and before and after a listening class intervention. Participants included 31 first-year graduate students in a public university in eastern China. Paired t -test results showed that in the reading class, the...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado motivación factores afectivos

Resumen:

Recent reviews of the application of positive psychology (PP) in language education have identified a theoretical debate, the efficacy of PP interventions, and the nexus between culture and PP interventions as the three main underexplored issues. Furthermore, the need for PP to broaden its scope to include language teachers has been highlighted in the relevant body of literature. In response to these lacunae, the current explanatory sequential mixed-methods study examined the interplay of self-efficacy, self-concept, and motivation among 286 Iranian language teachers, who were recruited through proportionate stratified random sampling, to test the validity of the E4MC (empathy, emotions, emotional intelligence, engagement [E4], motivation [M], and character strengths [C]) model of PP. Subsequently, a qualitative phase was designed in...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida competencia comunicativa expresión oral

Resumen:

This study investigates the relationship between online learning and face-to-face communicative competence among students of English as a foreign language in Vietnam. Drawing on the Community of Inquiry framework and Spitzberg and Cupach’s Model of Interpersonal Communication Competence, the study employed a mixed-methods design to examine students’ perceptions of online learning and the relationship between online learning frequency and speaking performance. Quantitative data were collected from 161 English-major students through a questionnaire measuring online learning exposure and engagement and a performance-based speaking test assessing face-to-face communicative competence. Correlation analyses were conducted to examine the relationship between online learning frequency and speaking performance, followed by semi-structured...

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