Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas expresión escrita cognición y procesamiento

Resumen:

To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making tasks with varied levels of cognitive complexity in a simple-to-complex sequence in comparison to complex-to-simple and individual task performance sequences over time. The participants, 100 advanced-mid learners of English as a second language (ESL), who were divided into three groups completed writing tasks either (1) in a simple-to-complex sequence, (2) in a complex-to-simple sequence, or (3) at one level of complexity (i.e. simple, medium, or complex task versions). Their written production was analysed for syntactic complexity, accuracy, lexical complexity, and fluency (CALF)....

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación uso de la L1 en el aula expresión escrita

Resumen:

This study reports on part of a larger research project that investigates the role of students’ first language in learning English as a foreign language (EFL) in the context of Japanese higher education. Despite the prevalent use of peer review in EFL writing classes, students’ use of different languages and the effects of English proficiencies on collaborative interaction as mediated in written peer feedback remain underresearched. To add to the rather sparse literature, this study comparatively analysed peer feedback provided by high- and low-proficiency Japanese EFL students and conducted stimulated recall interviews to determine the factors affecting their language choices. The text analysis presented a stark contrast in students’ language choices stemming mainly from a difference in the type of feedback provided by each group: ‘...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas expresión escrita escritura académica

Resumen:

Task repetition and task rehearsal are often considered synonymous within the task-based language teaching (TBLT) domain. However, they are conceptually different, emphasizing their pivotal role in shaping participants’ awareness of imminent repetitions and influencing second language (L2) task performance. Despite scarce empirical exploration into differentiating task repetition and task rehearsal in L2 writing across proficiency levels, this study investigates the impact of task repetition on syntactic complexity, accuracy, lexical complexity, and fluency (CALF) in L2 written production. The study also assesses whether distinct task conditions affect CALF development in argumentative writing across proficiency levels. A total of 180 English as a second language (ESL) participants were recruited from six academic writing classes at...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos educación primaria y secundaria

Resumen:

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This study drew on bioecological systems theory to investigate factors influencing demotivation and remotivation among Chinese secondary school EFL learners. Adopting a sequential explanatory mixed-methods design, 129 Grade-12 students were asked to create motivational change graphs to depict their English learning trajectories during their 12-year pre-tertiary education. Analysis of the graphs revealed two distinct groups: those who remained demotivated and those who experienced remotivation. To explore underlying factors, narrative frames and follow-up interviews were conducted with selected participants. Quantitative results indicated two critical periods of motivational change: Grade 8, when...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas enseñanza/aprendizaje de vocabulario fraseología

Resumen:

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Previous research has demonstrated that retrieval practice and contextual inference are equally effective in learning and retention of first language words from reading, but their effectiveness for contextual learning of second language words has yet to be established. This study extends this line of inquiry, investigating the comparative effects of retrieval and contextual inference on contextual learning and retention of second language multi-word expressions. Eighty-five Iranian learners of English as a foreign language were randomly assigned to retrieval and contextual inference groups. The retrieval group read 28 neutral texts and were required to retrieve and write the target items while...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos motivación creencias y actitudes de los estudiantes

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Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and...

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Tipo: artículo

Metodología: estudio empírico

Temas: materiales didácticos interacción práctica docente

Resumen:

While the importance of materials in second language (L2) learning and instruction has been widely acknowledged, research on how materials mediate classroom interactions are still relatively scarce. This, however, is crucial considering the complex interplay among teacher, students and materials in classroom interactions. The study investigates this issue from an ecological perspective, regarding students’ learning through material use as holistic, dynamic, and emergent. Multiple data were collected combining classroom discourse analysis with students’ reflection and interview data. Findings revealed that: (1) different materials catalyse different patterns of classroom interactions as well as teacher and students’ talk; and that (2) while students tended to be more expressive in texts that are personally relevant, texts with literary...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos aprendizaje colaborativo CALL/ELAO

Resumen:

This study concerns a cooperative podcast creation task undertaken by second-year bachelors students enrolled on an English as a Foreign Language (EFL) vocabulary course in Belgium. While a handful of studies have documented the perceptions of language learners engaged in podcast production, the few that have explicitly focused on emotions have been anxiety-centered, mirroring research in computer assisted language learning (CALL) contexts and language learning more generally. This study compared the socio-emotional experiences of 38 EFL learners in two conditions – a podcast creation task and during general language learning – to explore how emotions and their potential sources differed across contexts. Open-ended responses were analyzed alongside items from validated foreign language anxiety and enjoyment scales. The quantitative...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas expresión escrita estrategias de aprendizaje

Resumen:

Previous research has highlighted the pivotal role of self-efficacy in English writing proficiency among various cultures and educational levels. In higher education, particularly at the graduate level, writing proficiency is crucial for academic success and professional development. Therefore, it is essential to understand factors that influence writing proficiency, such as self-efficacy and self-regulated learning (SRL) strategies. However, there is a gap in research on how distinct profiles of a combination of self-efficacy in writing and self-efficacy in self-regulation among graduate students correlate with the use of SRL strategies, writing performance, and demographic features. To fill this gap, we examined the English writing self-efficacy profiles among 1,308 Chinese graduate students and explored how these profiles are...

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Tipo: artículo

Metodología: trabajo teórico

Temas: diferencias individuales factores afectivos motivación

Resumen:

This article explores intersections between two subfields of second language acquisition research: learner psychology (LP) and instructed second language acquisition (ISLA). Despite the common goal of discovering second language (L2) learning processes and products, the two inquiries have taken distinct paths. We argue that it is necessary to unite the knowledge and methods in the two inquiries, in order to answer theoretical and practical questions pertaining to classroom L2 teaching and learning. We make the case that the L2 classroom may be an ideal venue to explore the intersections of the two fields. Three intersections will be discussed. First, research can address the relationship between LP and interactional behaviors during classroom activities that have been investigated in ISLA research. Second, the roles of teachers, the...

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