Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario enseñanza a niños educación infantil

Resumen:

This study investigates the effectiveness of multisensory learning (MSL) compared to traditional (TRD) teaching methods in enhancing English vocabulary acquisition among English as a foreign language (EFL) kindergarten-aged learners in Amman, Jordan. A total of 49 children were divided equally into two groups: one receiving traditional instruction and the other exposed to multisensory techniques, including visual aids, auditory input, specific activities, and experiences. Pre- and post-tests were used to assess vocabulary retrieval through two tasks. Descriptive statistics revealed that the MSL group outperformed the TRD group in both tasks, with higher mean scores and reduced variability, indicating more consistent learning outcomes. An independent sample t -test confirmed that these differences were statistically significant. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: colocaciones enseñanza/aprendizaje de vocabulario atención a la forma

Resumen:

This study investigates the relative effectiveness of two methods for teaching a set of English verb–noun collocations: form-focused instruction (FFI) and concept-based instruction (CBI). The sample comprised 73 Chinese-speaking learners of English taking intermediate English courses, who were randomly assigned to one of three groups: an FFI intervention group, a CBI intervention group, and a control group. In order to determine the effects of the two instructional methods, the participants’ collocational knowledge was measured in three ways: via form recall testing, form recognition testing, and meaning recall testing. Specifically, all of the participants took pretests, immediate posttests, and one-week delayed posttests. The results of a comparison of the learning gains between the three groups showed that the CBI and FFI...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos estrategias de aprendizaje

Resumen:

While extensive research supported the facilitative role of motivation in general self-regulated learning (SRL) strategy use, its connection to writing-specific SRL strategy use remains underexplored. Furthermore, the exploration of the interplay between motivation and SRL strategy use in second or foreign (L2) writing was absent within the motivational-self system. Even less is known about the mechanism between motivational factors and SRL strategy use in L2 writing. This study aims to fill the gap by testing the mediating role of positive emotions (enjoyment, pride, and hope) between future L2 writing selves (ideal L2 self and ought-to L2 self) and SRL strategy use in the Chinese English as a foreign language (EFL) writing context with a mixed method design incorporating both quantitative and qualitative methods. Three hundred and...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos expresión oral interacción

Resumen:

The concept of willingness to communicate (WTC) is pivotal in understanding student engagement in English as a foreign language (EFL) classrooms. As a dynamic and multifaceted construct, WTC is subject to continual fluctuations throughout the communication process, often changing situationally. Traditionally, learner silence in class or during second language (L2) conversations is perceived negatively, as it can signal a lack of motivation to speak, thereby impeding optimal language acquisition. However, silence can also function as a communicative strategy or reflect learners’ essential feelings and emotions. This study explored the relationship between Japanese EFL learners’ situational WTC and their instances of silence during L2 (English) conversations. Participants were recruited for the study and were asked to deliver short...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario creación de materiales motivación

Resumen:

This study investigates the effect of personal investment in the form of learner-generated content (LGC) on the lexical recall of beginning-level learners of Chinese. The study employed a 2 × 2 repeated-measures design with content at two levels – teacher-generated content or TGC, and learner-generated content or LGC – and time at two levels (immediate, delayed). Quantitative results were triangulated with qualitative thematic analyses of follow-up interviews. The study was conducted at an Australian university and aimed to identify a way of modifying current intentional vocabulary learning activities to increase learner investment in the learning process and improve retention. Participants completed two versions of a picture description activity that was commonly used to introduce and practice new vocabulary in the program. The first...

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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: competencia intercultural literatura AICLE/CLIL

Resumen:

Texto completo

Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the...

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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: interacción expresión oral factores afectivos

Resumen:

Cumulative research has explored willingness to communicate (WTC) in English as a second language and English as a foreign language contexts, but few have looked at the interface between WTC and learner talk from a Chinese learning perspective. This study investigates how six multilingual and multicultural students’ WTC translates into talk in a Chinese as a foreign language classroom in a highly internationalised Scottish University. Specifically, it examines what factors play a part in translating WTC into talk and how such factors enable or impede the process. It adopts a qualitative multiple-case study approach comprising high-density monthly triangulations of classroom observations, learner journals, video-stimulated recall interviews and semi-structured interviews conducted over one academic year. Findings revealed 13 learner-...

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