Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida creencias y actitudes de los profesores profesorado

Resumen:

Texto completo

Almost since the onset of emergency remote teaching due to the COVID-19 pandemic in the spring of 2020, studies examined how teachers and students adjusted to the change, including in language courses. Some of this research has explored language teachers’ self-efficacy and confidence in teaching remotely, and to a lesser extent how student language learning has been affected; most studies have not differentiated among languages taught or between different student age groups. Through a survey of 173 PK–16 language instructors in the United States who switched from face-to-face classroom teaching to remote...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas motivación factores afectivos

Resumen:

Texto completo

This study investigated the impact of task type and proficiency level on second language learners’ task engagement, combing the discourse analytic method with the idiodynamic method. Sixty undergraduate English-as-a-foreign-language learners in China were divided into high- and low-proficiency groups based on their scores on the Oxford Placement Test. The learners were randomly paired with a partner who shared the same proficiency level and completed a narrative task and a decision-making task. Their spoken discourse of task performance was analyzed to explore behavioral, cognitive, and social engagement....

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación fonética Australia

Resumen:

Texto completo

A growing body of research, especially on second language (L2) English, has shown the positive effects of explicit pronunciation teaching. However, some beliefs which prevent explicit pronunciation teaching still remain, notably, the belief that regular speaking during class time is enough to improve pronunciation outcomes. This article analyses the evolution of L2 Spanish vowels in four students at an Australian university. An analysis of 1,387...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial aprendizaje autónomo ChatGPT

Resumen:

Texto completo (HTML)
Texto completo (PDF)

This study explores how ChatGPT, used as a dialogic mediator, supports CEFR-based mediation and learner autonomy among multilingual university students at A1 to A2 proficiency levels in Spanish. A key finding is the contrast between learners’ observable autonomy during AI-mediated tasks and the deeper strategic awareness revealed in post-task reflections. Grounded in sociocultural theory and the CEFR (Common European...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas creencias y actitudes de los estudiantes propuestas didácticas

Resumen:

Texto completo (PDF)
Texto completo (HTML)

The present study investigates language learners’ perceptions of what types of language learning activities they carry out in the Spanish second language (L2) classroom and what activities are the most common ones. A further aim is to investigate how the activities align with a model based on task-based language teaching. The group studied are Swedish learners of Spanish as L2 in a Swedish setting, where out of class exposure to first language (L1) Spanish is generally limited. The activities carried out in class are therefore expected to have a high impact on learners’ L2 acquisition in Spanish. The...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: enfoques y métodos enfoque por tareas expresión escrita

Resumen:

This study systematically reviewed previous research on the effects of task repetition (TR) on second language (L2) learners’ writing performance (WP) and conducted a meta-analysis to analyse the moderating variables. A total of 17 independent studies involving 442 participants were included. The results showed that TR could significantly enhance L2 learners’ WP (g = 0.25, p < .01), though the effect size varied across different dimensions. Specifically, a significant positive medium effect size was found for fluency in L2 learners’ WP (g = 0.51, p < .01), while accuracy and lexical complexity showed significant positive small effect sizes (g = 0.24 for both, p < .01 for both). In contrast, the positive effect on syntactic complexity was minimal and not statistically...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial comprensión lectora literatura

Resumen:

This study investigates the impact of an artificial intelligence (AI) assistant on reader response theory in novel analysis using a mixed-methods approach. It examines how AI-generated real-time feedback, powered by advanced machine learning and natural language processing, enhances interpretive possibilities beyond conventional methods, aligning with reader response theory’s emphasis on reader-text interaction. The AI assistant, designed with Real-Time Theme Identification, Character Relationship Mapping, Symbolism Detection, and Interactive Literary Simulation, supports nuanced interpretations, uncovers underlying patterns, and fosters deeper engagement with literary texts. Participants (n = 100), aged 15–18 years, were divided into an experimental group (n = 50), which used the AI assistant for novel analysis, and...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos evaluación

Resumen:

Given that the classroom is a social context that can either satisfy or frustrate learner motivation, pedagogical strategies bound by controlling evaluative frameworks, such as traditional grading systems (TGS), provide little support for long-term learning. This is especially concerning in the world language (WL) classroom where successful learning outcomes are determined by both affective and contextual factors. To this end, this action research examines the design and implementation of an ungrading pedagogical framework we have titled Contract-Based Ungrading (CBU), in order to explore how evaluative systems interplay with motivational factors in the WL classroom. Data sources included teacher and learner artifacts as well as anonymous questionnaires, analyzed using content analysis and extreme case sampling. Following a...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario inteligencia artificial vocabulario

Resumen:

This study empirically investigated the application of a large language-model-driven artificial intelligence (AI) chatbot in self-regulated vocabulary acquisition among Chinese private college students. An 8-week experiment comparing AI-chatbot-assisted and conventional self-regulated vocabulary learning demonstrated that AI chatbot assistance could significantly improve vocabulary performance both across and within groups. Results revealed that the use of AI chatbot not only improved learning outcomes directly through personalized, self-paced learning but also indirectly by enhancing vocabulary learning strategy use and satisfying basic psychological needs. Notably, metacognitive strategy use fully mediated the relationship between perceived autonomy and vocabulary performance. Moreover, perceived autonomy moderated the effect of the...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: tecnología educativa vocabulario enseñanza/aprendizaje de vocabulario

Resumen:

Given the strong influence of vocabulary knowledge on L2 learners’ text comprehension (Schmitt et al., 2011), assessing the vocabulary demands of foreign language (L2) input is a crucial challenge for both L2 educators and researchers. To do so, a well-established step for the design, selection, and empirical analysis of L2 input is to use tools for lexical profiling. This involves categorising a text’s vocabulary across levels in a word frequency list to estimate the vocabulary knowledge learners need in order to achieve satisfactory comprehension. However, current tools are mainly available for English and are built on word family-based frequency lists derived from broad corpora, which have been suggested to have more limited predictive power of learner knowledge than previously presumed (Schmitt et al., 2021). This article presents...

Ver ficha completa