Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas interacción creencias y actitudes de los estudiantes

Resumen:

Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared those factors in two distinct contexts: Chilean English as a foreign language (EFL) (n = 19) and Australian English as a second language (ESL) (n = 27) contexts. In this project, the learners completed a set of group discussion activities as part of their regular class work. They then completed a questionnaire pertaining to L2 motivation, perceptions of group work, and first language (L1) use. The group interaction data were analysed for: (1) the frequency of language-related episodes (LREs...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos estrategias de aprendizaje profesorado

Resumen:

The crucial role of emotion regulation in learning has been well established, but its potential impact on the English as a foreign language (EFL) learning process remains uncertain. Examining the relationship between emotion regulation strategies and EFL learning engagement, as well as antecedent variables, has significant theoretical and practical value. This study aims to explored the potential mediating effects of emotion regulation strategies (cognitive reappraisal and emotion suppression) on the associations between perceived EFL teacher social support, peer social support and EFL learning engagement among Chinese adolescents. The data were gathered through an online survey of 1,506 (776 males) 10th to 12th high school EFL learners. Structural equation modeling was used to analyse the mediation model. This study found that EFL...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje motivación expresión escrita

Resumen:

This study examines the predictive effects of motivational beliefs and self-efficacy on multiple dimensions of self-regulated learning (SRL) strategies in English as a foreign language (EFL) writing. Undergraduate students (n = 389) were recruited voluntarily from four universities in mainland China. They were invited to complete a set of questionnaires to measure their motivational beliefs (extrinsic and intrinsic goal orientation, task value, and control of learning belief), self-efficacy (linguistic self-efficacy, performance self-efficacy, and self-regulatory efficacy) and SRL strategies (cognition, metacognition, social behavior, and motivational regulation). Multiple regression analyses revealed that motivational beliefs had significant predictive effects on SRL strategies; among which task value and intrinsic goal orientation...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita creencias y actitudes de los profesores

Resumen:

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos motivación educación primaria y secundaria

Resumen:

English private tutoring (EPT) has expanded rapidly across post-Soviet contexts, but students’ emotional experiences within this sector remain underexplored. Drawing on Control-Value Theory and positive psychology in second language acquisition, this mixed-methods study examines enjoyment, boredom and behavioural engagement among Grade 11 students attending EPT in Kazakhstan. Quantitative data were collected from 640 students across 8 tutorial centres using validated measures of emotions, engagement, learner attitudes and tutor-related practices, complemented by focus group interviews with 32 students. Results reveal that students generally reported high enjoyment, moderate engagement and low boredom. Enjoyment was associated with engagement, positive attitudes towards English, perceived competence, and tutor enthusiasm and...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita enseñanza a niños

Resumen:

The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos motivación diferencias individuales

Resumen:

This quantitative study examines whether and to what extent affective factors (i.e. motivation, self-confidence, risk-taking, L2 speaking anxiety, and grit) and virtual intercultural experiences are linked to willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Participants included 176 Korean undergraduate and graduate students of English as a foreign language (EFL). After adjusting for demographic factors, hierarchical regression analyses revealed three major results: first, those with higher levels of L2 motivation and grit as well as a lower level of L2 speaking anxiety had higher L2 WTC inside the classroom. Second, students who majored in English and had higher levels of L2 self-confidence and risk-taking had higher L2 WTC outside the classroom. Third, individuals who were...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: escritura académica tecnología educativa educación superior

Resumen:

Academic writing, as a core skill in higher education, poses significant challenges in terms of language organization, logical reasoning, and creative thinking. Although educators have increasingly explored technology-assisted instruction as a solution, empirical findings on its effectiveness remain inconsistent. This meta-analysis therefore evaluates the overall effect of technology-assisted academic writing instruction and examines moderating factors by synthesizing 56 (quasi-)experimental studies from 6 databases, yielding 67 effect sizes. Findings revealed a significantly large and positive effect ( d = 1.209) of technology-assisted academic writing instruction on higher education students’ writing performance, with peak effectiveness observed in English-as-a-foreign-language contexts, genre-based approaches, low-intensity...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas escritura académica expresión escrita

Resumen:

This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group (n = 41), which engaged in a SAWSES-based intervention incorporating reflective tasks, peer feedback, and process-oriented writing support, and a control group (n = 40), which received teacher-fronted, lecture-based, accuracy-focused instruction. Quantitative data from preintervention and postintervention surveys, supplemented by qualitative analysis of reflective journals, revealed significant gains in writing self-efficacy...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje competencia digital diferencias individuales

Resumen:

Major advances have been made in understanding language learning strategies (LLS). However, rapid changes in human interaction induced by the internet and web 2.0 warrant a re-assessment of LLS in today’s context, especially vis-à-vis digital nativeness. Therefore, a large-scale quantitative investigation involving 891 college students was conducted. Their LLS use patterns and frequency and their level of digital fluency were examined using two instruments: Oxford’s Strategy Inventory for Language Learning (SILL) and Teo’s Digital Natives Assessment Scale (DNAS). The participants reported moderate usage of all the strategies described in SILL. However, they reported using specific SILL categories (compensation, memory, and metacognitive) more frequently than others (social, cognitive, and affective). Participants with different levels...

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