Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas expresión escrita géneros textuales

Resumen:

In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants’ awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task repetition and task rehearsal distinction in the context of L2 writing, this study investigates how task rehearsal and task repetition affect the narrative and argumentative writing performances of 120 students of English as a second language (ESL) from a U.S. university. They were randomly assigned to four groups. Groups 1 and 3 wrote the narrative text initially, repeated the same task, and then proceeded to write the argumentative text...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas motivación diferencias individuales

Resumen:

As a personality trait, ‘grit’ has been defined as a combination of perseverance and passion for long-term goals. Past research in social psychology has found grit as an important predictor of success across different populations in various academic and non-academic areas. Since successful mastery of a second language (L2) is highly dependent on learners’ sustained effort, the notion of grit and its relationship to language achievement gains immediate relevance in second language acquisition (SLA). The present study introduces the notion of grit and examines its relationship with motivational behaviors and language achievement in a sample of English as a foreign language learners (n = 191). Toward these ends, a language-specific grit scale was developed and validated to measure L2 learners’ grit. L2 grit was found to be positively...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción atención a la forma feedback/retroalimentación

Resumen:

This classroom study investigated the effectiveness of form-focused instruction and peer feedback training to improve grammatical accuracy and thereby maximize learning opportunities during peer interaction. Eighty-seven third-semester learners of German were assigned to a PI group (peer interaction only), an FFI group (peer interaction and form-focused instruction), or a PFT group (peer interaction, form-focused instruction, and peer feedback training). During an instructional intervention over 3 class periods, participants in all 3 groups engaged in the same peer interaction activities, but only the FFI group and the PFT group received form-focused instruction on the grammatical target structure, the German present perfect tense. Critically, only the PFT group was trained to provide corrective feedback to peers. Results from a...

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Tipo: artículo

Metodología: estudio empírico

Temas: colocaciones enseñanza/aprendizaje de vocabulario cognición y procesamiento

Resumen:

This study investigated the effects of different retrieval formats on the acquisition and processing automaticity of second language (L2) verb–noun collocations. Chinese learners of English completed retrieval practice that included a familiarization stage (using flashcards and form–meaning matching practice) and two spaced retrieval attempts (i.e. verb-retrieval-twice, noun-retrieval-twice, verb/noun-retrieval-once) with corrective feedback for each target collocation. In near-immediate and one-week delayed posttests, the acquisition of L2 collocations was assessed by an off-line form recall task (explicit knowledge), and the processing automaticity was operationalized as collocation processing advantage (automatized-explicit knowledge) in an online acceptability judgment task and collocation priming (implicit knowledge) in an online...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral enfoque por tareas educación superior

Resumen:

Language learning activities involving time-pressured repetition of similar content have been shown to facilitate improvements in fluency. However, concerns have been voiced about whether these gains might be offset by reduced levels of grammatical accuracy. This descriptive study tracked the oral proficiency of 32 Japanese university students enrolled in English as a foreign language (EFL) classes over one academic semester during which they regularly completed 3/2/1 fluency development activities. Measures of complexity, accuracy, and fluency (CAF) were analysed to investigate whether any developmental patterns could be identified. The results indicated that over the semester, the students made small, but significant gains in two fluency measures, the mean length of pause and the phonation/time ratio. Despite the relatively small...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial ChatGPT

Resumen:

This quasi-experimental mixed-methods study examined how ChatGPT-mediated rehearsal activities influence English as a second language (ESL) learners’oral proficiency and technology acceptance. Sixty-eight undergraduates were divided into artificial intelligence (AI)-assisted and teacher-led rehearsal groups over 16 weeks. Using repeated-measures analysis and thematic interviews, the results showed observable improvement in fluency and pronunciation among ChatGPT users (Hedges’ g = .72, p .01), while accuracy gains remained modest. Technology acceptance model analysis indicated that perceived usefulness and enjoyment were key predictors of engagement, aligning with sociocultural theory’s emphasis on scaffolding and self-regulation. Qualitative data revealed iterative feedback and reduced anxiety as mediating processes. The findings...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos práctica docente educación superior

Resumen:

Effective learning strategies have been proven to be advantageous to lower learners’ foreign language anxiety (FLA) and improve their language proficiency. However, many studies have devoted to students’ learning strategies but ignored the important role of teachers in reducing FLA. In addition, the effectiveness of the FLA-reducing strategies proposed by these studies has rarely been verified in natural classroom environment. The present study was conducted to explore the systematic effects of the teaching strategies on FLA after constructing a 34-item observation instrument Teaching Strategies Intervention Scale (TSIS), and investigated the changes of 306 English as a foreign language (EFL) graduate students’ English learning anxiety levels influenced by the anxiety-reducing teaching strategies in China. Results showed that the...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos storytelling/narración

Resumen:

A surge in empirical investigations in second language (L2) learning motivation in recent years has revealed a growing link between emotions in the foreign language classroom and language learner motivation. Nonetheless, there remains a distinct focus on the impact of negative emotions such as frustration and anxiety. The current year-long study investigates the links between positive emotions such as enjoyment, interest and excitement, and intrinsic motivation. The enquiry explores the influence of the Teaching Proficiency through Reading and Storytelling (TPRS) strategy on students’ motivation and emotions using a Self-Determination Theory (SDT) lens. The study analyses the extent to which a group of French language students perceive that TPRS satisfies SDT’s three basic psychological needs of autonomy, competence and relatedness....

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación feedback/retroalimentación formación de profesores

Resumen:

Grounded in sociocultural theory, this study examines how the formative assessment teacher cognition (FATC) of a pre-service English as a foreign language teacher developed within a teacher education context. Adopting a longitudinal single-case design, the study traces the trajectory of one focal participant, Ela, across a 10-month teaching practicum. Multiple qualitative data sources were triangulated, including interviews, reflective journals, lesson plans, classroom observations, and pre- and post-observation conferences. Data were analyzed through a hybrid approach combining reflexive thematic analysis and sociocultural discourse analysis to capture both the content and interactional dynamics of cognition-in-action. Findings indicate that Ela’s FATC evolved through two key shifts: (a) reconceptualizing corrective feedback from an...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas feedback/retroalimentación atención a la forma

Resumen:

This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among...

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