Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes

Resumen:

Although language learner beliefs are a distinct individual difference factor that can significantly influence the success of language learning, limited attention has been given to young language learners’ beliefs about grammar instruction and their relationship with students’ learning outcomes. In this study, we administered a questionnaire tapping into learners’ beliefs regarding grammar instruction to 277 Chinese primary school students and utilized the Cambridge Young Learners English Tests (A1 Movers) to measure their second-language proficiency, including listening, reading and writing, and speaking skills. Our results revealed that the participants preferred form-focused and inductive grammar instruction over meaning-focused and deductive grammar instruction. Moreover, the results of multilevel modeling suggested that the...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: colocaciones

Resumen:

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Este artículo presenta una unidad didáctica de Lengua Castellana y Literatura, que se trabaja en el Aula de Acogida de un centro de secundaria con un grupo de alumnado extranjero con un nivel B1. Concretamente, se trabajan las colocaciones amorosas aparecidas en diversas poesías de Miguel de Cervantes, mediante un conjunto de actividades guiadas y desde un enfoque comunicativo. Posteriormente, se comparan con similares construcciones en productos culturales actuales —en este caso, con cuestionarios de revistas juveniles que giran en torno al amor—, con lo que se comprueba que muchas de las actuales concepciones sobre las relaciones amorosas tienen un bagaje histórico y temporal, construido bajo...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

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Engaging in productive forms of classroom talk has been shown to positively impact students’ thinking and language exposure. To maximize the effects of classroom talk on students who learn English as a second language (ESL) and to create more learning opportunities by leveraging the affordances of dialogic teaching in enabling interthinking, this study set out to explore the influence of asynchronous online talk on students’ thinking through a micro-blogging tool, Padlet. Twenty-five students from a local secondary school were recruited. They were asked to post their views on current news articles and conduct dialogues with one another through the commenting function. After the discussion, the...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Adopting a quasi-experimental design, this study investigated the effects of motivational interventions on second language (L2) willingness to communicate (WTC), self-confidence, and anxiety over a period of 27 weeks. A total of 391 Chinese junior secondary students were assigned to four instructional conditions: Instruction incorporating no motivational strategies (control condition), instruction supported by experience-related motivational strategies (Intervention 1), instruction utilizing vision-related motivational strategies (Intervention 2), and instruction drawing on experience-related and vision-related motivational strategies (Intervention 3). The effects of the interventions were assessed through measures administered at three timepoints to track changes in participants’ WTC, self-confidence, and anxiety. A combination of...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: educación primaria y secundaria

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El alumnado no nativo en secundaria obligatoria (ESO) requiere una atención y una adaptación curricular específicas, por lo que el profesorado ha de emplear las estrategias necesarias para que pueda adquirir en poco tiempo la lengua vehicular, imprescindible para poder progresar en el resto de materias. La obligatoriedad de este nivel educativo y las exigencias para poder promocionar dificultan el proceso, especialmente a la hora de aplicar los criterios de evaluación y de calificar al alumno. Una alternativa complementaria a la evaluación oficial la constituyen los materiales y herramientas de E/LE, puesto que permiten valorar los progresos lingüísticos del alumno y comprobar el grado de...

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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: factores afectivos

Resumen:

This study explores what young Danish learners found anxiety-provoking or difficult in their English as a foreign language (EFL) classes. Participants (n = 32) were early and later starters (ages 8 years vs. 10 years) at two primary schools where children were not assessed in English. The qualitative inquiry aimed to examine what differences characterized 8- and 10-year-old children’s views and how their foreign language classroom anxiety (FLCA) changed over time. Semi-structured interviews were conducted with each child in one-on-one settings and the answers were analysed by thematic analysis. The emerging themes revealed three main categories of situations that made children anxious. The first one concerned being afraid of making mistakes. The second category comprised social situations in which children were asked to speak in...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study builds on insights into the crucial role learner emotions play in their flourishing. It investigates learners’ and teachers’ perspectives on how to enhance positive emotions both inside and outside modern foreign language classrooms in England, amidst a language crisis and reduced modern foreign language uptake across the United Kingdom. A thematic qualitative text analysis of 18 semi-structured interviews with secondary-level teachers and learners from 7 schools across England revealed that both learners and teachers emphasise the significant impact of teachers on fostering positive emotions in the classroom. They also showed that students lack awareness of the benefits of learning languages beyond English. Furthermore, the interview data suggests that the government, schools, school leaders, and parents must also engage...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The current study investigated the relationship between students’ perceived teacher–student relationship (SPTSR) and their performance in English via multiple mediation effects of resilience and autonomous learning in the Chinese English as a foreign language (EFL) context. The participants were 15,184 eighth-graders from China. Results of the multilevel mediation model revealed that after controlling for students’ gender, socioeconomic status (SES), and school type, the positive association between SPTSR and students’ academic outcomes in English was partially and serially mediated by the resilience and autonomous learning. The current study sheds new light on the crucial mediating roles of resilience and autonomous learning in improving EFL learners’ English proficiency. We recommend that English language teachers establish a...

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