Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas telecolaboración e intercambios virtuales competencia intercultural

Resumen:

Texto completo

This study investigates an eTandem virtual exchange program designed for Korean and English language learners to enhance their target language proficiency and intercultural understanding. The program was implemented through synchronous Zoom sessions between 31 Korean learners at a U.S. state university (U-A) and 32 learners of English as a foreign language (EFL) at a Korean science and engineering university (U-K). Program effectiveness and participant satisfaction were assessed through student questionnaires and professor interviews. Findings indicate that 89.3% of U-A participants felt the program was beneficial for improving their Korean language skills, while 77.3% of U-K participants...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores feedback/retroalimentación factores afectivos

Resumen:

Although the majority of studies have examined student teachers’ perceptions, emotional experiences, and responses during their teaching practicum (TP), there is a scarcity of research focusing on English as a foreign language (EFL) student teachers’ internal and behavioural responses to negative feedback from mentors or supervisors. Feedback literacy, as a comprehensive concept encompassing internal factors, offers an innovative perspective to explore the characteristics and interplay among learners’ cognitive, affective, and behavioural capacities when dealing with feedback. Therefore, from the perspective of feedback literacy, this study investigated how student teachers cope with negative feedback experiences during TP. This study involved 16 student teachers from five teacher education programmes at the four selected Chinese...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral materiales audiovisuales multimodalidad

Resumen:

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de comunicación expresión oral ChatGPT

Resumen:

This study examines how instructional design shapes the development of oral communication strategies in an 18-week English-as-a-foreign-language speaking course, at a time when generative artificial intelligence is often assumed to enhance speaking performance. All three classes worked with the same curriculum and speaking tasks. One class learned through a BOPPPS (Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) based sequence in which students prepared ideas, participated in guided speaking activities, and reviewed their performance, with each cycle including a stage where they generated their own content before using ChatGPT to refine it. A second class received regular teacher guidance and completed the same tasks, but their use of ChatGPT was self-directed and not part of a fixed...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: interacción enseñanza a niños enseñanza/aprendizaje de vocabulario

Resumen:

Texto completo

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: comunicación no verbal andamiaje/scaffolding comprensión oral

Resumen:

This study investigated the extent to which different pedagogical gestures contribute to learners’ foreign or second language (L2) narrative recall, and further discussed how task complexity and task difficulty (i.e. working memory capacity or WMC) influence recall performance. Sixty-four adolescent learners, assigned to four different gesture viewing conditions (iconic gestures, deictic gestures, beat gestures, or no gesture), were required to listen to an instructor telling two stories (one complex and one simple) and then retell both stories twice: once immediately after listening (immediate recall) and a second time two weeks later (delayed recall). Recall performance was evaluated by the number of relevant pieces of event and motion information produced in the participants’ retelling. The results show that L2 learners who were...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: motivación teorías de aprendizaje metodología de investigación

Resumen:

Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement,...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita multimodalidad

Resumen:

This qualitative case study investigates the impact of multimodal feedback on the narrative writing development of undergraduate ESL students in an online learning context. Narrative writing requires the integration of linguistic accuracy, rhetorical organization, and emotional expression, areas where ESL learners often face significant challenges. Traditional written feedback, while useful, can lack the clarity, engagement, and personalization needed to support complex revisions. This study involved eight ESL undergraduates who completed three narrative writing tasks over a 14-week period, producing 48 essays in total. Each task included initial and revised drafts informed by multimodal feedback delivered via written comments, video conferencing sessions, and screencast recordings. Data were analyzed using qualitative content...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes creencias y actitudes de los profesores factores afectivos

Resumen:

A limited number of studies have investigated the factors that influence academic success and failure from the perspectives of both students and lecturers of English as a foreign language (EFL). The present study utilizes a complexity theory framework to uncover academic success and failure factors from the perspectives of Saudi EFL learners and lecturers in a public university context. The sample consisted of 64 EFL lecturers and 219 EFL students who completed the success and failure questionnaires adapted from Killen’s study. Descriptive statistics and exploratory factor analysis were used to analyse the data. The results support the complexity theory perspective, where teachers and students are unique systems, each with their own attitudes, beliefs, and influences, shaped through interactions with other systems. Lecturers’ and...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas motivación diseño curricular

Resumen:

To contribute to the discourse on ways to revitalize world language education, this study explored, through the lens of program evaluation, the effect of academic and nonacademic relationships on language majors’ choice of their major, their other motivations, and the nature of career-related knowledge and experiences they value. To this end, the study used a sequential explanatory mixed-methods design, including a web-based survey ( N = 80) and group interviews (n = 12). Participants were undergraduate students enrolled in a modern language program and joint-degree programs in language + business and language + health. Analysis revealed statistically significant differences among the three groups of students in the influence of college professors on their major choice, the reasons for choosing their major, and the types of desired...

Ver ficha completa