Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario enseñanza a niños educación primaria y secundaria

Resumen:

This study examined the optimal learning schedule for second language vocabulary within an authentic classroom setting in Hong Kong. Following a pretest, treatment, delayed posttest design, fifty-two primary school students (Cantonese first language) studied 20 English adjectives over two learning episodes under spaced-short (1-day interval) or spaced-long (8-day interval) learning conditions. The spacing of the vocabulary items was manipulated within-participants, and learning was assessed on a multiple-choice posttest, administered following a four-week delay. In contrast to previous laboratory-based findings, the results here indicated superior learning of the items presented under the spaced-short format, suggesting that lag effects might be attenuated by age, learning context and teaching procedure.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial grandes modelos de lenguaje expresión oral

Resumen:

This study investigates the effects of generative pre-trained transformer (GPT) generated vs. human-written moral dilemma stories on English as a foreign language (EFL) learners’ speaking skills, storytelling ability, and behavioral regulation, framed within the theoretical context of embodied cognition. A total of 120 university students were divided into two groups: the experimental group, which engaged with GPT-generated moral dilemma stories, and the control group, which worked with human-authored moral dilemma stories. Over an 11-week experimental period (including pre-test, 10-week intervention, and post-test), each group was exposed to weekly dilemma stories, followed by speaking assessments using IELTS Part 2 tasks. Analysis of covariance results demonstrated that the GPT group significantly outperformed the control group in...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas interacción enseñanza en línea e híbrida

Resumen:

In the contemporary educational landscape, the interplay between customary and online classrooms has created a dynamic space for teacher–student interaction. This study examined spoken discourse by comparing the use of proximity and interaction strategies in customary and online English-as-a-foreign-language classrooms. Drawing on Hyland’s proximity model—comprising organization, argument structure, credibility, stance, and engagement—the study explored how these dimensions were realized in instructional interaction. Data were drawn from 30 recorded classes at Payame Noor University, including 15 customary classes and 15 online classes. Following transcription, the frequency of proximity and interaction features in each instructional mode was quantified. The findings suggested differences between the two modalities. Instructors in...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas formación de profesores creación de materiales

Resumen:

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This study, a follow-up to the research reported by Erlam, investigated K-12 content teachers’ ability to design tasks for content instruction in U.S. schools. Thirty-nine K-12 teachers who were enrolled in an English as a second language (ESL) teaching methods course participated in the study and each designed two language learning tasks. Two researchers rated the tasks following Ellis and Shintani’s four task criteria, as in Erlam. The study addressed the questions: (1) How successful are content teachers in designing tasks that satisfy Ellis and Shintani’s criteria? (2) Which of the criteria do teachers find easiest and most difficult to satisfy? and (3) Do the teachers improve in meeting the...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación factores afectivos interacción

Resumen:

Despite the wealth of studies on corrective feedback (CF) and its relationship with individual learner factors, little is known about how foreign language (FL) anxiety moderates the effectiveness of recasts during mobile-mediated audio interactions. The present study thus examined the association between learners’ FL anxiety, the effectiveness of recasts, and learners’ responses to recasts during synchronous mobile-mediated interactions via audio call. Two intact classes of EFL (English as a Foreign Language) learners were assigned into a control group and an experimental condition. After taking pre-tests, the participants of the experimental condition participated in four sessions of mobile-mediated oral interaction with an interlocutor via WhatsApp and received recasts for their definite and indefinite article errors. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita metodología de investigación

Resumen:

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización literatura expresión oral

Resumen:

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This article intends to add to the rising discussion related to the employment of authentic plays and drama within a high school compulsory curriculum for enhancing learners’ foreign language (L2) oral skills. In particular, it examines the pedagogical use of authentic contemporary plays for developing learners’ L2 oral production in terms of (1) complexity – syntactic and mean length of AS-units (MLAS) and (2) accuracy – global and pronunciation accuracy. For this purpose, a class of 10 final year high school students with a lower-intermediate to upper-intermediate level of language in an Italian context was exposed longitudinally to a blended-drama approach – the use of literary play scripts,...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos estrategias de aprendizaje reflexión docente

Resumen:

This article recounts my experience in enhancing my students’ boredom regulation by designing, implementing, and evaluating a strategy instruction project. The project was undertaken with 25 Thai university students enrolled in my English oral communication course for 15 weeks. The project began with exploring how and why my students experienced boredom in my classroom and their habitual boredom coping strategies while examining and modifying the initial design of my strategy instruction. Between weeks 8 and 12, I implemented five boredom regulation strategy sessions by using reappraisals and boredom coping as key components. Students engaged in guided practice, developed their own boredom regulation strategy toolkit, shared their ideas with peers, and reflected on their strategy use. Triangulating data from whole-class surveys, focus...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización profesorado práctica docente

Resumen:

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive...

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Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma input enseñanza/aprendizaje de la gramática

Resumen:

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This research examined both the short-term and long-term effects of processing instruction (PI) and its main element, structured input (SI), on learners’ acquisition of English passive forms. A total of 70 English as a second language (ESL) learners participated in the study and were randomly divided into three groups: a PI group (n = 24), an SI group (n = 25), and a control group (n = 21). Participants in the PI and SI groups completed 1 hr of computer-based instructional activities, whereas the control group received no instructional treatment. Learners’ performance was evaluated using self-paced reading (SPR) and self-paced listening (SPL) tasks, which assessed response accuracy, picture...

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