Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial alfabetización en IA competencia digital

Resumen:

The rapid development of artificial intelligence (AI) technology and the resulting array of ever-powerful consumer-facing generative AI (GenAI) applications have simultaneously wowed, stunned, scared and energized language teachers and researchers over the past few years. Understandably so, since these new technologies challenge foundational assumptions in our field: When writing can be largely automated, beautiful multimodal content generated from a few prompts, and when we can appear in videos speaking fluently in a language that we do not know, what becomes of the role of language teachers/teaching? This article engages these questions by critically examining four core areas of second language (L2) education: the language curriculum, the relationship between technology and language learning, the language learner and the ideological...

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia léxica vocabulario expresión oral

Resumen:

The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales motivación creencias y actitudes de los estudiantes

Resumen:

This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron and Kenny’s (1986) method to explore the mediating role of L2 grit in the relationship between growth mindset, self-efficacy, and FLA. The results revealed that both L2 grit and English self-efficacy directly predicted FLA. Moreover, the mediation analysis revealed that growth mindset influenced FLA indirectly through the mediating role of L2 grit. These findings suggest that fostering growth mindset and self-efficacy beliefs in language...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización formación de profesores expresión oral

Resumen:

A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate improvisational drama techniques (IDTs) into their repertoire. IDTs are defined here as activities which place pupils in a fictional situation and stimulate spoken interaction. Nineteen Dutch secondary school FL teachers participated in the PDP. The goal of this research was to discover the extent to which (1) teachers implement IDTs according to the study’s definition, (2) the techniques become integrated into the teacher’s repertoire, and (3) teachers develop the self-efficacy to execute IDTs. All three areas were met with...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora estrategias de aprendizaje educación superior

Resumen:

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The ability to read in a second language (L2) for academic purposes is essential for higher education students. Dutch colleges increasingly use materials in English or teach in English. This can be challenging for L2 readers, especially students entering higher education from vocational studies, who may have less experience with L2 academic reading. Teaching L2 reading programmes containing explicit instruction of reading strategies may benefit higher education students in L2 academic reading, particularly since reading strategies learned in the first language (L1) may not transfer to the L2. In this 7-week L2 reading strategy intervention, 801 first-year polytechnic students learned to use seven...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos educación superior

Resumen:

Learners of English for academic purposes (EAP) encounter various academic and social challenges in their learning pursuits. To explore collaborative ways of energizing their learning behaviour, an intervention was designed and implemented through the participation of 18 EAP learners and their teacher in a Canadian college classroom for one semester. Adopting a participatory action research framework, the group formed a community in which power was gradually shared and collaborative changes were made to lesson design and delivery. Moreover, the learners participated in the design and implementation of social activities in which they interacted with other members of the public and investigated their mini-research projects. Data were collected through recurrent experience sampling surveys (n = 449), semi-structured interviews, and the...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning enfoques y métodos creencias y actitudes de los estudiantes

Resumen:

Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo expresión escrita interacción

Resumen:

This study investigated the conflict dynamisms during peer interaction at a key university in South Central China. A total of 27 students from an intact class taking an integrated English course formed small groups of 3 and wrote 3 essays collaboratively. This qualitative inquiry focused on three case groups. With data triangulation from observation notes, screen recording transcripts, retrospective interviews, and students’ reflection papers, the study revealed that during the three collaborative writing tasks, the small groups displayed distinct and dynamic conflict patterns. Students’ second language writing improvements after the three collaborative writing tasks were closely related with the conflict patterns that they experienced. The four distinct conflict patterns identified in this study, distinguishable in terms of cognitive...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas español como lengua extranjera profesorado

Resumen:

Attrition remains a critical issue in language education, affecting both teacher retention and student learning. This cross-sectional study compared experiences of secondary traumatic stress, burnout, compassion satisfaction, and intent to leave among 63 world language (WL; French, 41.3%; Spanish, 52.4%; German, 6.3%) and 61 English as a second language (ESL) K-12 teachers to better understand themes related to attrition. Using the ProQOL-5, participants reported moderate levels of burnout, secondary traumatic stress, and compassion satisfaction overall. WL teachers experienced significantly higher levels of secondary traumatic stress than their ESL peers; however, ESL teachers were more likely to consider leaving the profession. Responses differed across groups, but both WL and ESL teachers included workload concerns and issues with...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral comunicación no verbal multimodalidad

Resumen:

This study examined the effects of watching gestures and lip movement on second language (English) listening comprehension. The participants were 30 high and 22 low proficient learners of English. There were six listening tasks combining two variables: modality and difficulty. The modality consisted of three types of assessments: Body (the upper half of body was visible), Face (close up view), and Audio. The difficulty consisted of two levels: Easy and Hard. Learners watched Body, Face, or listened to Audio, and worked on six comprehension questions twice for each task. Moreover, the participants were asked about their modality of preference. The notable results were (1) the modality of listening had no influence on their listening performance, (2) for the high proficiency group, the score difference between the easy and the hard...

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