Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as future learning of this knowledge. The ultimate goal of this formative assessment practice was to scaffold student engagement with written corrective feedback (WCF). Using a between-group experiment design, the present study compared the effects on the success rate of error correction and L2 uptake of the above writing conference (n = 14) against those brought about by a typical Teacher–Student (n = 12) and a typical Student–Student one (n = 12). Research participants were 38 intermediate...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Previous studies have recommended employing genre analysis as a supportive framework for English scientific content in the content and language integrated learning (CLIL) context. However, little is known about how CLIL teachers collaborate to co-create genre-based scaffolds and how they perceive the benefits and challenges of genre analysis for material development through interdisciplinary teacher collaborations. This study aims to fill these gaps by exploring how two physics teachers and two English teachers paired to co-create scaffolds to improve students’ comprehension of English scientific materials. This study also investigates the teachers’ perceptions of their genre-based scaffolding design experiences via interdisciplinary teacher collaborations. This study is a qualitative case study, collecting data from scaffolds in...

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Tipo: artículo

Metodología: estudio empírico

Temas: storytelling/narración

Resumen:

Storytelling has a long tradition in education including language learning and teaching because of its extensive benefits in language development. In second and foreign language education, stories and storytelling have been integrated into school curricula to enhance language development; however, there is scarce empirical evidence about how storytelling facilitates children’s English as a foreign language (EFL) learning and its potential as a holistic pedagogy. This article explores a living educational theory (Whitehead & McNiff, 2006) of how storytelling works as a pedagogy in storytelling workshops with an English class at a private tuition centre in Vietnam to facilitate children’s EFL learning. Key pedagogical elements identified through the living theory methodology included storytelling as: a responsive strategy;...

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Tipo: artículo

Metodología: estudio empírico

Temas: teoría sociocultural

Resumen:

The present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT) posits that humans are always and everywhere mediated, as individuals draw upon meanings and ways of thinking they have already internalized as well as those that are available in their immediate environment to regulate their actions. With regard to second language (L2) education, rather than exclusively focusing on learner independent performance or whether learners improve following application of a particular corrective feedback strategy, a view of learner performance as a mediated process...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

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Argumentative writing has long been recognized as challenging for English second language (L2) writers yet central to their academic success in educational settings. This article investigates the effectiveness of a writing instructional enrichment program informed by diagnoses from dynamic assessment (DA) in promoting L2 learners’ argumentative writing abilities. Grounded in Vygotskian Sociocultural Theory, DA introduces mediation into the assessment procedure, so that learner emerging abilities are diagnosed through observing their responsiveness to mediation when difficulties arise. In this study, prior to and following the instructional programs, a three-step, interactionist DA procedure was...

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Tipo: artículo

Metodología: estudio empírico

Temas: comunicación no verbal

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...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This quasi-experimental mixed-methods study examined how ChatGPT-mediated rehearsal activities influence English as a second language (ESL) learners’oral proficiency and technology acceptance. Sixty-eight undergraduates were divided into artificial intelligence (AI)-assisted and teacher-led rehearsal groups over 16 weeks. Using repeated-measures analysis and thematic interviews, the results showed observable improvement in fluency and pronunciation among ChatGPT users (Hedges’ g = .72, p .01), while accuracy gains remained modest. Technology acceptance model analysis indicated that perceived usefulness and enjoyment were key predictors of engagement, aligning with sociocultural theory’s emphasis on scaffolding and self-regulation. Qualitative data revealed iterative feedback and reduced anxiety as mediating processes. The findings...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Myriad studies have been conducted to test the benefits of extensive reading (ER) on second language (L2) acquisition, while limited research has addressed or sought solutions to the unpopularity of ER in L2 classrooms, especially in secondary teaching contexts. With the aim of exploring both teachers’ and students’ perceptions and practice of ER, this study reports on two reading programmes carried out in Chinese secondary schools with variations in educational development, teacher training opportunities, and students’ overall competence. Data were collected from a student questionnaire survey (n = 86), two interviews with teacher participants (n = 2), and one interview with student participants (n = 9), teachers’ reflective journals, and various documents related to the reading programmes. Thematic analysis was adopted to analyse...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Collaborative writing (CW) has been proven advantageous to enhance the second and foreign language skills of university students. However, little research to date has explored whether CW practices are fruitful for secondary school learners in foreign language (FL) contexts, a population characterized by low language proficiency levels, and few opportunities to engage with the FL. The present classroom-based study examines CW in this setting and aims to determine whether CW fosters language opportunities, operationalized as language-related episodes (LREs), which will allow learners in low-input scenarios to compose better texts. Two parallel intact classes were studied: a control group (n = 16) which produced an argumentative essay individually, and an experimental group (n = 16) which did so in pairs while recording their...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje basado en proyectos

Resumen:

Developing critical thinking skills (CTS) and reading comprehension ability (RCA) is crucial for English as a foreign language (EFL) learners, yet many struggle with these cognitive competencies. Although project-based learning (PBL) has been widely recognized for its pedagogical benefits, existing research has primarily focused on quantitative evidence of its effectiveness, with limited understanding of the underlying mechanisms through which PBL fosters these skills. Moreover, few studies have explored how PBL supports CTS and RCA development in Chinese college EFL contexts. To address these gaps, this study explores how PBL facilitates the development of CTS and RCA by employing a qualitative case study approach. Data were collected through in-depth interviews, classroom observations, and journals. Purposive sampling with maximum...

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