Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos motivación creencias y actitudes de los estudiantes

Resumen:

Texto completo

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...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: aula invertida/flipped learning enfoques y métodos tecnología educativa

Resumen:

Flipped learning has become a popular approach in various educational fields, including second language teaching. In this approach, the conventional educational process is reversed so that learners do their homework and prepare the material before going to class. Class time is then devoted to practice, discussion, and higher-order thinking tasks in order to consolidate learning. In this article, we meta-analysed 56 language learning reports involving 61 unique samples and 4,220 participants. Our results showed that flipped classrooms outperformed traditional classrooms, g = 0.99, 95% CI (0.81, 1.17), z = 10.90, p .001. However, this effect had high heterogeneity (about 86%), while applying the Trim and Fill method for publication bias made it shrink to g = 0.58, 95% CI (0.37, 0.78). Moderator analysis also showed that reports...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos AICLE/CLIL bilingüismo

Resumen:

Learning a foreign language can be a stressful experience that can provoke anxiety and impede the acquisition of the language in question. In this regard, although there is a lack of studies conducted in foreign language classrooms that have specifically demonstrated relationships between cognitive emotional regulation strategies and anxiety, the apparent correlation between cognitive emotional regulation strategies and anxiety in diverse contexts underscores the necessity for further research to clarify this association and ascertain their applicability to foreign language anxiety. Moreover, it is essential to investigate how the type of education (i.e., bilingual and non-bilingual) affects this relationship. To address these research gaps, multivariate regression models were constructed for several dependent variables with the same...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: comunicación no verbal multimodalidad cognición y procesamiento

Resumen:

Gestures are widely recognized as an integral aspect of multimodal communication and language learning. However, the conditions under which they effectively support learning remain unclear. This study investigated when gesture matters in English as a foreign language (EFL) learning through three controlled experiments. Experiment 1 (3 × 2 design) examined the effects of gesture type (iconic, deictic, metaphoric) and production mode (human tutor vs. virtual agent). Experiment 2 compared gesture engagement (watch vs. imitate), while Experiment 3 tested gesture timing (synchronous, gesture-first, misaligned). University-level EFL learners participated in 30-minute instructional sessions, with outcomes measured in language recall, pronunciation accuracy, and cognitive load using multivariate analysis of covariance. Results showed that...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral factores afectivos diferencias individuales

Resumen:

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency,...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales competencia intercultural factores afectivos

Resumen:

As a well-recognized pedagogical approach, telecollaboration has gained worldwide popularity in language education, especially in North American and European countries. Although studies on telecollaboration have shown the great potential of this approach for developing students’ multiple and transversal abilities, evidence of communication failure and other challenges involved in telecollaboration projects with partners from Global South contexts remains underexplored. This study aims to fill this gap by exploring the multiple affordances of a Chinese–Brazilian telecollaboration and how they are perceived by English-as-a-foreign-language (EFL) learners in a Chinese university who participated in an 8-week project with their Brazilian counterparts. Drawing on reflections, interaction logs, and teacher–student communication, this study...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial alfabetización en IA

Resumen:

Focusing on two Chinese female university students from contrasting social class positions, Chen and Natalia, this article explores how engaging with generative artificial intelligence (AI) tools built on large language models constitutes social practice that can reproduce inequalities in language learning. Drawing on Darvin and Norton’s model of investment, we examine how these learners invest in AI literacy practices (as a specific type of digital literacies) shaped by differing dispositions toward technology and unequal access to material and symbolic resources. Data were collected through interviews, questionnaires, and digital artifacts, and analyzed using NVivo 12 following an inductive, case-based approach. Findings reveal that Chen, a middle-class student with extensive access to cultural, material, and social capital, was...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: interacción feedback/retroalimentación expresión oral

Resumen:

Texto completo

It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke the target language in class. Using categories and functions from classroom interaction research and corrective feedback research, L2 English and L3 French teachers’ response patterns to learner target language output were identified and compared. Findings indicated that L2 English teachers taught in a meaning- and fluency-oriented context, frequently...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas evaluación autoevaluación

Resumen:

Complex Dynamic Systems Theory has redefined second language development as co-adaptation between language users and context, but few studies have proactively manipulated the context to model and optimize such co-adaptation. The applied nature of the field calls for research to move beyond observation toward intentional, Complex Dynamic Systems Theory-informed intervention and the development of corresponding methodological frameworks. This study addresses this gap by theorizing and operationalizing the context as an applied construct to examine the dynamics of agency–context co-adaptation. The context is more than a passive environment for language practice, serving as an actively shaped site that facilitates agency–context co-adaptation. Situated within a semester-long business Chinese course, this study delineated a closed-to-open...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera telecolaboración e intercambios virtuales TalkAbroad

Resumen:

Now more than ever before, language learners can autonomously engage with the target culture beyond the classroom through international television shows, online forums, video clips, and study abroad. Still, much of the literature has deemed the target-language dominant speaker (TLDS) as a key source of cultural knowledge, and, thus, the principal aim here is to ascertain how paid TLDSs and student peers are perceived in terms of their cultural expertise and whether these perceptions affect learners’ confidence development over time. This research is guided by the functional model of second language confidence (FML2C), which integrates the contact space dimensions of richness and self-involvement , and novel to this study is cultural depth . In terms of procedure, 32 second language learners of Spanish carried out eight 30-minute...

Ver ficha completa