Tipo: artículo

Metodología: propuesta didáctica

Temas: enseñanza en línea e híbrida

Resumen:

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El artículo presenta ideas para clases en línea utilizando Google Docs y Skype. En la parte teórica se explica el concepto de enseñanza virtual asincrónica y sincrónica. Se comentan las ventajas e inconvenientes de ambos modos de enseñanza. Los ejercicios prácticos utilizan sobre todo los métodos y herramientas sincrónicos y tienen el propósito de utilizar varias aplicaciones de Google Docs. Todas las tareas se adaptan a diferentes estilos de aprendizaje. La primera está relacionada con recordar y repetir colocaciones y expresiones. En el segundo ejercicio se utiliza una fotografía y se la etiqueta aprovechando la opción dada por Google Drawing. En la tercera tarea se aplican tanto las estrategias...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Reading self-efficacy in both first language (L1) or second language (L2) contexts has attracted increasing attention from researchers and practitioners in the past decades. However, prior self-efficacy studies have mainly adopted variable-centered approaches, and a global index of reading self-efficacy was created in these studies. Individual differences in reading self-efficacy and how they are associated with other learning factors remain under-explored particularly in an English as a foreign language (EFL) context. The purpose of this article was therefore to employ a person-centered approach to examine different patterns of EFL students’ English reading self-efficacy as identified by latent profile analysis (LPA) among 361 Chinese university students. We conducted analyses of variance to examine the differences in English reading...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

One of the main reasons for studying a foreign language is communicating with others, but many students do not feel confidently enough when trying to develop their speaking skills. Among adolescents’ frequent activities are that of listening to music while paying attention to song lyrics. We hypothesize that these musical experiences could influence their speaking skills. The present study aims to consider different factors that could influence students’ speaking proficiency. Among these factors, students’ emotional understanding, their willingness to communicate in a FL and their musical experience are considered. One hundred and twenty-four students of English as a foreign language (EFL) in the fourth year of Secondary Education from three different high schools in Spain took part in the study. Oral data were collected through...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Although the positive relationship between growth language mindsets and engagement has been consistently supported in previous empirical studies, the literature is dominated by quantitative approaches in the English-as-a-foreign-language (EFL) contexts, neglecting the triangulation of qualitative data delving into how learners perceive the contribution of growth mindsets to engagement. Such neglect is especially notable among multilingual learners. Further, it remains unknown which dimensions of growth language mindset were the most influential for specific dimensions of engagement and whether the pattern was different for English learning and language other than English (LOTE) learning. To fill the gaps, the current study adopted a concurrent embedded mixed-methods approach with questionnaires and interviews. A total of 464 Chinese...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

This study investigated the differential effects of implicit and explicit instruction of refusal strategies in English and whether and how the impacts of instruction methods interact with learners’ working memory capacity (WMC). 78 learners of English were assigned to three groups (explicit, implicit, and control). Implicit instruction was operationalized through input enhancement and provision of recast. In the explicit instruction group, participants received description and exemplification of refusal strategies and were provided with explicit corrective feedback. Prior to the treatment, all participants took WMC test, Discourse Completion Test (DCT) and completed a pragmatics comprehension questionnaire (CQ). Results revealed that explicit instruction was more effective than implicit instruction for both production and...

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Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística

Resumen:

While the significance of the cognitive language aptitude (aptitude) and the affective second language (L2) grit for L2 achievement has been well demonstrated, their comparative contributions and the mechanisms underlying their predictive effects remain insufficiently understood. To address this gap, this study examined the predictive effects of aptitude and L2 grit on L2 achievement with foreign language learning boredom (FLLB) as a mediator. The data was collected from 156 English-major university students in China and analysed via structural equation modeling (SEM). The results indicated that (1) aptitude and L2 grit significantly and positively predicted L2 achievement with the former showing a stronger strength; (2) FLLB negatively mediated the effects of aptitude and the consistency of interest (CI) dimension of L2 grit on L2...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Listening is regarded as an essential skill for language learning, and metacognitive intervention has been utilized widely to facilitate this skill for learners in recent years. Besides metacognitive factors, the impact of personality traits such as introversion/extroversion has been emphasized in the field of language teaching. This study investigated the effect of the metacognitive intervention on upper-intermediate introvert English as a foreign language (EFL) learners’ listening comprehension and metacognitive awareness. Upper-intermediate introvert EFL learners ( N = 59) were randomly assigned to an experimental ( N = 29) and a control group ( N = 30). The experimental group received metacognitive intervention through a pedagogical cycle for eight sessions, while the control group followed their conventional approach without a...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

With growing attention attached to young students’ social and emotional well-being besides their cognitive development, social and emotional learning (SEL) has been increasingly researched in general school education over the past decades with its positive effects on academic performance reported. However, SEL research has not emerged in English as a foreign language (EFL) learning contexts. To bridge the void, the current research aimed to profile Hong Kong secondary school students’ SEL competence level and examine the intricate relationships among the four SEL competence clusters (i.e. self-awareness, self-management, social awareness and social management) and English learning achievements. The results indicated an overall medium level of SEL competence among 315 secondary school grade level 3 students and suggested a gap between...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: inteligencias múltiples

Resumen:

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El proceso de adquisición del español como LM de los estudiantes sinohablantes se ve dificultado por el elevado índice de variables conflictivas de índole lingüística y cultural que entran en juego. La importancia que estas variables tienen en el desarrollo de su proceso de enseñanza-aprendizaje convierte a los alumnos chinos en un grupo diferencial dentro del conjunto de aprendientes de E/LE. Con una lengua materna tipológicamente distante del español y educados en un sistema educativo organizado a partir del estructuralismo y del método de gramática-traducción, estos alumnos presentan unas necesidades específicas de aprendizaje que los docentes deberán tener en cuenta si desean ayudarles a...

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