Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Texto completo

Drawing on models of first language writing and models of second language (L2) oral task performance, this quasi-experimental study investigated the effect of pre-task planning (PTP) on the product of computer-based L2 writing against a no-planning (NP) condition with the total time-on-task controlled for. It also examined the possible influence of writers' strategy preferences on the effect of PTP. The study adopted a within-group design. Forty-three participants were required to complete two argumentative essays on a computer with one produced under the PTP condition and the other in the NP condition. A post-task questionnaire was used to collect participants' strategy preferences. Statistical analyses showed that PTP affected only...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

Accomplishing oral interactive workplace tasks requires various language abilities, including pragmatics. While technology-mediated tasks are thought to offer many possibilities for teaching and assessing second language (L2) pragmatics, their effectiveness – especially those facilitated by an AI agent (artificial intelligence agent) – remains to be explored. This study investigated how 47 tertiary-level learners of English as a second language (ESL) performed on an oral interactive task that required them to make requests to their boss in two distinct modalities. Each participant completed the same task with a fully automated AI agent and with a human interlocutor in a face-to-face format. Findings showed that both modalities elicited language use relevant to the pragmatics target. However, fully automated interactions were found to...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Second language (L2) motivation is the driving force behind L2 learning. It is of great pedagogical significance to explore how motivation factors, directly and indirectly, impact L2 oral proficiency. Based on data for all L2 learners as a composite group, Lin proposed and verified a conceptual model revealing the structural relations among L2 motivation factors (i.e. L2 interest, and perceived importance of speaking), behavioral variable (i.e. out-of-class L2 contact), and L2 oral proficiency. However, since gender differences and other learner subgroup differences in L2 motivation have been found by previous research, it is imperative to test whether this model is applicable across various learner subgroups. Based upon a dataset of 631 college students taking Chinese, French, Russian, and Spanish language classes in the United...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The aim of this study was to test a model of second language (L2) boredom based on coping self-efficacy (CSE), foreign language enjoyment (FLE), and mindfulness among English as a foreign language (EFL) learners. In so doing, 456 EFL learners from Iran took part in this study by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling was utilized to analyse the data and examine the associations among the constructs. Results revealed that CSE and mindfulness positively affected FLE. Also, FLE was a direct negative predictor of L2 boredom. Concerning the mediation hypotheses, FLE was found to fully mediate the effect of mindfulness on boredom. However, FLE was a partial mediator between CSE and boredom. These findings provide a basis for...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in multiple waves of data collection across the span...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: fraseología

Resumen:

Given the fundamental contribution of formulaic sequences to the fluent, natural second/foreign language (L2) use and processing, finding effective ways of improving learners's formulaic language has increasingly engaged the attention of L2 practitioners. Focusing on lexical bundles (LBs), as the most frequent formulaic-language strings, the current quasi-experimental study examined statistical learning of recurring 3-to-6-word LBs among Iranian learners of English as a foreign language (EFL) receiving different types of distributional, narrative sensory stimuli. To this end, three intact classes received a recurring-theme narrative content in three different input modalities including only-auditory, audiovisual, and captioned audiovisual. To examine whether exposure to statistical, varied-modality input (or sensory stimuli)...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: factores afectivos

Resumen:

A growing body of literature examined the role of emotional intelligence (EI) in second/foreign language learning (L2) achievement. Though positive relationships have been reported, negative or non-significant relationships were also found. To date no study has quantitatively synthesized the overall effect size between EI and L2 achievement or the potential moderators influencing their relationship. The current meta-analysis fills this research gap by examining 39 independent studies with a cumulative sample size of 6,571 participants. Moderation analyses showed that the effect was stronger for female, collectivistic culture, and final grades as language measures (as opposed to standardized tests) but not influenced by educational level, major, specificity of L2 achievement, skills of language learning or publication year. Reasons for...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study used Pekrun’s control-value theory (CVT) as a framework to validate the Achievement Emotion Questionnaire – Second Language Learning (AEQ-L2L) for assessing eight student emotions in second language (L2) learning. We tested and validated the instrument in two samples using three waves of data, with a total number of 1,021 Chinese university students. Item and scale statistics indicate the AEQ-L2L is reliable. Moreover, single- and multi-group confirmatory factor analysis supported the hierarchical four-factor component structure of L2 emotions in and across the two student groups. Furthermore, multi-model comparison indicated that language emotions are best represented by considering both the distinctiveness of the eight examined emotions and their component structure. Finally, latent correlation analysis demonstrated the...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

In the field of L2 (second language) learning motivation, most studies have focused on English since it is one of the most important international languages in the world, while few have explored students' motivation to learn languages other than English (LOTEs) or an L3. The literature on L2 motivation raises the issue of the need to compare the similarities and differences between learning a second language (L2) and a second foreign languages (or L3). English departments at Taiwanese universities require students to begin studying an L3 in their second or third years of study. However, the motivations for these students to learn L3s remain underexplored. This study addresses this gap in the literature. A standardized questionnaire was completed by 150 students in technological universities in Taiwan. The findings reveal five new...

Ver ficha completa

Tipo: libro

Temas: español como lengua de herencia

Resumen:

This is a Reprint of the Special Issue Language Processing in Spanish Heritage Speakers that was published in Languages. 

This reprint offers a collection of empirical research on how Spanish heritage speakers process language input. It brings together ten contributions from varied theoretical and methodological perspectives, providing a comprehensive overview of the field and a solid foundation for future research on Spanish as a Heritage Language (SHL). Research on SHL has gained prominence as a lens for examining the linguistic, social, and cognitive mechanisms underlying its intergenerational transmission. Increased mobility among Spanish-speaking populations has intensified...

Ver ficha completa