Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral factores afectivos diferencias individuales

Resumen:

Texto completo

This study explores the relationship between two facets of confidence in second language (L2) learning: linguistic self-confidence (LSC) and L2 communication confidence (L2 CC), and how they interplay with L2 speech fluency. The data were collected from 102 advanced L2 learners who performed a monologue task to capture their L2 speech fluency, measured in terms of breakdown fluency markers (mean length of silent pauses, frequency of filled and silent pauses), speed of speech (articulation rate), and composite indices (speech rate, phonation–time ratio, and mean length of run). The levels of L2 CC were established with the scale developed by Mystkowska-Wiertelak and Pawlak, while LSC levels were...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora vocabulario uso de la L1 en el aula

Resumen:

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los profesores enseñanza a niños enfoque por tareas

Resumen:

Texto completo

This exploratory study investigated second language (L2) teachers’ perceptions and assessment of young learners’ (aged 8–10 years) engagement, particularly focusing on the definition of engagement, its indicators, the teachers’ assessment of engagement during live task performances in intact classes, and their use of engagement-promoting strategies. The participants included 12 experienced L2 teachers recruited from various primary schools in Vietnam. Their perceptions regarding young learner engagement, its indicators, live engagement assessments, and engagement-promoting strategies were elicited using multiple tools, including semi-structured interviews, classroom observations, field notes,...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas enseñanza/aprendizaje de vocabulario competencia léxica

Resumen:

Spacing is a crucial factor in foreign language word pair learning. However, findings regarding optimal spacing in this domain have been inconsistent. Therefore, adopting a treatment-immediate-delayed post-test design, the current study investigated the optimal spacing for both receptive and productive word knowledge across different test timings during foreign language word pair learning. A convenience sampling method was used to recruit 152 pre-intermediate English learners to participate in this study. The study manipulated spacing schedules (equal, expanded, and contracting) and examined their effects on receptive and productive word knowledge in immediate and delayed post-tests. The results revealed an advantage for contracting spacing for both receptive and productive word knowledge in the immediate post-test. However, for...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación creencias y actitudes de los estudiantes factores afectivos

Resumen:

Engaging students in the second language (L2) classroom is a critical task that requires a clear understanding of the multilayered characteristics of the L2 classroom and the motivational mechanisms through which these characteristics influence student engagement. This study contributes to the L2 engagement literature in this regard by examining the relationship among students’ expectancy and task value belief, their perception of the three L2 classroom conditions, namely classroom structure, teaching relevance, and peer support, and their engagement in an instructed L2 learning setting. Structural equation modelling was employed to analyse self-report data collected from 413 first year students of English as a foreign language (EFL) in Vietnam. Results suggest that teaching relevance and peer support significantly predicted students...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: influencia de la L1 input morfología

Resumen:

This study investigates the impact of learners’ first language on their detection of indirect positive evidence presented in their second language while learning the plural morphology of an additional foreign language. The goal is to explore an alternative approach to learning foreign language grammars. The participants were 43 native Thai-speaking and 42 native Spanish-speaking learners of Mandarin who had advanced proficiency in second language English. They were divided into experimental and control groups and learned 12 Mandarin nouns in their singular form over 2 consecutive days. Only the experimental group was exposed to indirect positive evidence that provided evidence of the unmarked plural feature in Mandarin. After the learning phase, participants’ knowledge of the learned words was tested using singular and plural prompts...

Ver ficha completa

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación creencias y actitudes de los estudiantes factores afectivos

Resumen:

This mixed-methods study examined how learners’ competence-based and affect-based trust in their teachers predicted their feedback-seeking behaviors both directly and indirectly through their internal cost–value analyses. Questionnaire data were collected from 207 foreign language learners at a North American university, and interviews were conducted with seven participants with high vs. low levels of trust in their teachers. Multiple regression results showed that competence-based and affect-based trust predicted learners’ feedback-seeking behaviors (both monitoring and inquiry), and these relationships were mostly mediated either positively by feedback value or negatively by the self-presentation cost of feedback-seeking. Analysis of the qualitative data supported the quantitative findings, highlighting radically different concerns...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas factores afectivos profesorado

Resumen:

The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE (n = 64: English-major learners) and semi-structured interviews with...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas formación de profesores creación de materiales

Resumen:

Texto completo

This study, a follow-up to the research reported by Erlam, investigated K-12 content teachers’ ability to design tasks for content instruction in U.S. schools. Thirty-nine K-12 teachers who were enrolled in an English as a second language (ESL) teaching methods course participated in the study and each designed two language learning tasks. Two researchers rated the tasks following Ellis and Shintani’s four task criteria, as in Erlam. The study addressed the questions: (1) How successful are content teachers in designing tasks that satisfy Ellis and Shintani’s criteria? (2) Which of the criteria do teachers find easiest and most difficult to satisfy? and (3) Do the teachers improve in meeting the...

Ver ficha completa