Tipo: artículo

Temas: evaluación enseñanza/aprendizaje de lenguas expresión escrita

Resumen:

This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners? approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.

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Tipo: artículo

Temas: influencia de la L1

Resumen:

This study investigated whether second language (L2) classroom instruction that incorporates a principled approach into the use of the first language (L1) by students and instructors has an effect on beginning learners? development of L2 speaking and writing proficiency, compared to L2-only instruction, over the course of one semester. Participants were 54 students of Spanish enrolled in six sections of a university-level Elementary Spanish course. The six intact classes, exposed to the same task-based curriculum, were randomly assigned to two experimental groups (?L1 and +L1). For the ?L1 group, instruction and interaction were conducted exclusively in the L2, whereas instruction and interaction in the +L1 group included specific uses of the L1. A pretest?posttest design was used to measure change in speaking and writing proficiency...

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Tipo: artículo

Temas: factores afectivos comprensión oral enseñanza en línea e híbrida

Resumen:

Higher education has seen an increase in enrollment in online (OL) language courses. This study (n = 176) examined why students chose to enroll in OL Spanish courses and if foreign language classroom anxiety (FLCA) in OL classes affects overall oral proficiency. Sex differences and FLCA in online Spanish classes were also examined. Quantitative methods included an online survey and a third-party proficiency exam, Versant for Spanish Test. Findings suggest that students do not register for OL Spanish courses to avoid speaking; however, a majority of OL Spanish students appear to suffer from FLCA. These students reported being anxious about a variety of scenarios in their OL language courses including the tests, large class size, lack of understanding or remembering the course material, and making speaking mistakes. Analyses of oral...

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Tipo: artículo

Temas: influencia de la L1 enfoque por tareas

Resumen:

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research addresses this issue by investigating the relative benefits of collaborative planning in the L1 and L2 in terms of ideas generated and transferred to an oral problem-solving task. Seventy-two Japanese university EFL learners were randomly assigned to one of two planning conditions: L1P (L1 planning, Japanese) and L2P (L2 planning, English). Dyads in each group were given 10 minutes to plan the content of a problem-solving task in the respective languages before individually performing the...

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Tipo: artículo

Temas: lingüística cognitiva enseñanza/aprendizaje de lenguas preposiciones

Resumen:

Given the immense potential of cognitive linguistics for second language teaching and the need to produce more robust empirical evidence of its effectiveness for a range of learners in real classrooms, the current study set out to investigate the effectiveness of a novel cognitive linguistics-inspired approach for teaching Spanish prepositions and aspect to novice learners (n = 30). Animated videos, which were created collaboratively with students to ensure their comprehensibility, presented Principled Polysemy Networks for the prepositions por and para and the concept of boundedness for aspect (preterite and imperfect). After presentation, practice, and feedback cycles, learners made significant gains on controlled production tasks and performed as well as more advanced learners recruited in prior studies, suggesting that the...

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Tipo: artículo

Temas: español como lengua de herencia expresión escrita interacción

Resumen:

Task-based research has investigated the learning opportunities (e.g. language related episodes) that emerge during heritage and second language learner interactions during writing tasks. However, to date, it is unknown how these peer interactions involving heritage language learners contribute to written texts. Further, given the rise of social technologies in educational settings, a need exists to examine how interactions in digital platforms affect the production of written texts. To address these issues, 13 heritage-second language learner and 16 heritage?heritage learner pairs enrolled in advanced Spanish content courses completed two distinct versions of writing tasks. Participants were instructed that they were hired as business consultants for clothing and cellphone companies in Spain. While each participant wrote her or his...

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Tipo: artículo

Temas: enseñanza/aprendizaje de vocabulario tecnología educativa vocabulario

Resumen:

Few mobile-assisted vocabulary learning approaches fully correspond to the authenticity principle of the situated learning theory (SLT). A novel practice of changing the smartphone system language to second language (L2), which intends to better implement SLT in a real smartphone context, is the focus of this study. To explore the potential of using this under-researched approach to facilitate L2 vocabulary learning, a mixed-method design was adopted to investigate its impact on vocabulary acquisition, global language learning motivation, and vocabulary learning motivation. Participants? pre- and post-test scores on the vocabulary knowledge test and motivation questionnaires were compared between the experimental and control groups. Interviews were also conducted to understand learners? perceptions of this novel approach. Both...

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Tipo: artículo

Temas: feedback/retroalimentación

Resumen:

Corrective feedback on second language (L2) writing has remained one of the most heavily studied areas in applied linguistics, yet clear guidance for practitioners about how to provide it most effectively remains limited. Previous studies have meta-analysed written corrective feedback (WCF) research revealing conflicting findings in how WCF affects development in L2 writers? accuracy over time. This study provides a needed update in light of a recent increase in (quasi)experimental WCF studies. It features several methodological advances by introducing a Bayesian approach to conducting a meta-analysis, which provides a more valid picture of the generalizable effects. The analysis allows distinction ? for the first time at a meta-analytic level ? between short-, medium-, and long-term effects of WCF. Results aggregate data from an...

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Tipo: artículo

Temas: enseñanza/aprendizaje de vocabulario vocabulario

Resumen:

Although extensive research exists on the personal, social, and academic outcomes of community-engaged programs (CEPs), limited research exists on vocabulary learning and students? perceptions of their own vocabulary learning through participation in a CEP. Likewise, limited research exists on vocabulary learning in mixed-proficiency groups of Spanish second language (L2) learners. This study contributes to the current literature by exploring the vocabulary learning of 57 mixed-proficiency L2-Spanish college students who participated in a health-focused after-school program with Spanish?English bilingual children in a Midwestern city in the US. The higher proficiency students were enrolled in a language-focused class, whereas the lower-level students were enrolled in a Spanish for health professional?s class. Student reflective...

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Tipo: artículo

Temas: literatura AICLE/CLIL competencia intercultural

Resumen:

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In today's globalized world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The present study investigates the value of a content and language integrated learning (CLIL) approach to the teaching of literature in foreign language classrooms for the simultaneous development of intercultural competence and foreign language reading proficiency. An intervention based on integrated intercultural literary pedagogy (IILP) was developed. This longitudinal quasi-experimental study examined the effects of the IILP treatment in a sample of 274 Dutch secondary school students (from seven schools) who were learning Spanish...

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