Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study attempts to empirically examine the predictive power of learner anxiety and motivation and their causality in explaining proficiency in English as a foreign language (EFL) and other interrelated affective variables, including attitudes, self-confidence, and grit via a treatment-based causal model. To achieve this, the study carried out a 12-week experimental intervention employed by 8 EFL teachers with 282 EFL learners divided into four groups: in group 1, learners were exposed to anxiety-regulating strategies, those in group 2 were exposed to motivational strategies, those in group 3 were exposed to both anxiety-controlling and motivational strategies, and those in group 4 were not exposed to specific anxiety or motivation strategies. Data was gathered using questionnaires, classroom observations, and proficiency tests....

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Tipo: artículo

Metodología: estudio empírico

Temas: interlengua

Resumen:

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Esta experiencia didáctica pretende reflexionar sobre la realidad de la práctica docente y que esta nos conduzca a una transformación. Primeramente abordaremos el proceso de enseñanza-aprendizaje y todos los elementos que intervienen en dicho proceso: alumnos meta, metodología, práctica educativa, necesidades de comunicación, discurso oral, etc. Y, en segundo lugar, intentaremos llevar los resultados de esa reflexión pedagógica a la práctica, proponiendo un plan de intervención didáctica que tenga como objetivo mejorar el discurso oral de nuestros alumnos.

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Task design features have different effects on second language (L2) production and can be adopted for different pedagogical purposes. However, the synergistic effects of task features were left unexplored in the extant task-based literature. The present study investigated the synergistic effects of two task design features, namely, prior knowledge and reasoning demands, on the writing performance of Chinese learners of English as a foreign language (EFL). Fifty EFL learners were invited to complete two writing tasks, with varying reasoning demands, under one of two conditions, namely, with prior knowledge available or without prior knowledge available. Their written texts were analysed in terms of complexity, accuracy, fluency, and communicative adequacy, to reflect the multi-componential nature of task performance. The results...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: factores afectivos

Resumen:

Although Csikszentmihalyi’s concept of flow was introduced 50 years ago, it was not until 2003 when Egbert established a research stream exploring flow in language learning. Since then, empirical studies have increasingly used the construct to gain a better understanding of learners’ optimal experiences. To understand the methodological characteristics of research during this period, we conducted a systematic review of 123 empirical studies on flow in second language (L2) learning published between 2003 and 2025. These studies were coded for sampling features, learner demographics, research methods, research foci, and operationalization features of flow. The findings revealed that research on flow has rapidly grown, especially since 2016, with studies skewed towards samples involving Asian English as a foreign language (EFL)...

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Tipo: artículo

Metodología: estudio empírico

Temas: input

Resumen:

This article reports on two studies, testing how three different types of input (skewed first, skewed random and balanced) affect second language (L2) learning of English present counterfactual (IF-Is) and past counterfactual (IF-IIs) conditionals, two constructions differing in complexity. The experiment included a proficiency test, a pretest, a posttest and a delayed posttest for both IF-Is and IF-IIs. Results suggest that the three types of input did not affect learning gains within the two complexity conditions. However, there was a difference in learning gains between the two conditions, namely that more gains were made in the simpler condition (i.e. IF-Is). In a follow-up study, effects of intralingual influence were tested. Participants who had studied IF-Is were taught the more complex construction, IF-IIs. Again, there were...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

While online lexical analysis tools can help reading teachers determine whether materials are suitable for their students of English as a second language, one aspect of the analysis that teachers may be unsure how to approach is proper names. It is commonly assumed in second language (L2) vocabulary and reading research that proper names are known, though there is little empirical support for this assumption. This study investigates how L2 readers handle proper names in continuous text. Japanese readers of English ( N = 49) were given texts of varying difficulty, and asked to mark any unknown vocabulary. Choosing from marked vocabulary, participants listed items to check in a dictionary. It was found that participants did mark proper names as unknown vocabulary. A Chi-square test of independence indicated a significant dependence...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

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Previous research has demonstrated that retrieval practice and contextual inference are equally effective in learning and retention of first language words from reading, but their effectiveness for contextual learning of second language words has yet to be established. This study extends this line of inquiry, investigating the comparative effects of retrieval and contextual inference on contextual learning and retention of second language multi-word expressions. Eighty-five Iranian learners of English as a foreign language were randomly assigned to retrieval and contextual inference groups. The retrieval group read 28 neutral texts and were required to retrieve and write the target items while...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

The present study explores the effects of structured input and traditional instruction on the acquisition of English causative passive forms using online measurements (eye-tracking). Previous empirical research investigating the effects of processing instruction through offline measurements (sentence and discourse) has overall shown positive results for this pedagogical intervention. Research investigating the main factor responsible for the effectiveness of processing instruction has confirmed that it is the structured input component that is the causative factor for the positive effects of processing instruction. The main questions of this study are: (1) what are the effects of structured input and traditional instruction on accuracy when measured by an eye-tracking picture selection task? (2) would possible difference in accuracy...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Although numerous studies have attested to the effectiveness of written corrective feedback (WCF) in promoting second language (L2) accuracy, the extent to which WCF contributes to acquisition is still debatable. This study thus aimed to investigate the effects of WCF on the development of Thai EFL (English as a foreign language) learners’ implicit and explicit knowledge of English plurals, and the extent to which learner differences in working memory capacity (WMC) moderated the efficacy of WCF. This experimental study adopted a pre–post–delayed-posttest design and was carried out over the course of a 9-month period. Seventy-five low intermediate learners were randomly assigned to the direct focused, direct unfocused and the control group. All groups completed a metalinguistic knowledge, untimed grammatical judgement, timed writing,...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This embedded mixed-methods study reports on the impact of perceived second language oral proficiency on English-as-a-foreign-language learners’ task emotions (i.e., anxiety, enjoyment, and boredom), and the influence of task emotions on speech fluency across different perceived second language oral proficiency levels, both with learners’ actual second language oral proficiency as a control variable. A total of 77 Chinese English-as-a-foreign-language university students were recruited for quantitative data collection. Results showed that higher perceived second language oral proficiency correlated with lower anxiety and greater enjoyment. It was also found that perceived low-level second language speakers demonstrated greater emotional susceptibility. Additionally, two learners with similar actual but different perceived second...

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