Tipo: artículo

Metodología: estudio empírico

Temas: estudiantes chinos

Resumen:

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La experiencia es de una alumna china que vino en el segundo trimestre del curso sin ningún conocimiento de español. La alumna, de quince años, había cursado el equivalente a tercero de ESO y se le adaptó el currículo para que cursara cuarto de ESO con tres asignaturas: inglés, educación física y español. El centro escolar recibe pocos inmigrantes, y estos mayoritariamente son de origen magrebí, con lo cual supuso una novedad la incorporación de una alumna de origen asiático. Las profesoras de psicología terapéutica no podían atenderla, así que la alumna se convirtió durante dos trimestres en la sombra de la profesora de castellano.

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

In recent years, competitive climate has increasingly prevailed in some Asian regions with large numbers of foreign language learners. It is thus important for teachers to understand the impact of this classroom environment on language learners’ emotions and to develop ways to effectively reduce any potential negative impact associated with the competitive climate. The present study aims to contribute to this under-studied but necessary line of research by focusing on the exploration of possible mechanisms underlying the relationship between competitive climate and foreign language anxiety. Specifically, we assessed the roles of control and extrinsic value appraisals as mediators in the relationship between competitive climate and anxiety levels. We also investigated the moderating role of cognitive reappraisal (a typical form of...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

English private tutoring (EPT) has expanded rapidly across post-Soviet contexts, but students’ emotional experiences within this sector remain underexplored. Drawing on Control-Value Theory and positive psychology in second language acquisition, this mixed-methods study examines enjoyment, boredom and behavioural engagement among Grade 11 students attending EPT in Kazakhstan. Quantitative data were collected from 640 students across 8 tutorial centres using validated measures of emotions, engagement, learner attitudes and tutor-related practices, complemented by focus group interviews with 32 students. Results reveal that students generally reported high enjoyment, moderate engagement and low boredom. Enjoyment was associated with engagement, positive attitudes towards English, perceived competence, and tutor enthusiasm and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Attrition remains a critical issue in language education, affecting both teacher retention and student learning. This cross-sectional study compared experiences of secondary traumatic stress, burnout, compassion satisfaction, and intent to leave among 63 world language (WL; French, 41.3%; Spanish, 52.4%; German, 6.3%) and 61 English as a second language (ESL) K-12 teachers to better understand themes related to attrition. Using the ProQOL-5, participants reported moderate levels of burnout, secondary traumatic stress, and compassion satisfaction overall. WL teachers experienced significantly higher levels of secondary traumatic stress than their ESL peers; however, ESL teachers were more likely to consider leaving the profession. Responses differed across groups, but both WL and ESL teachers included workload concerns and issues with...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

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As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was...

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Tipo: artículo

Metodología: estudio empírico

Temas: educación primaria y secundaria

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En la actualidad, las aulas de secundaria se han convertido en espacios multiculturales que han llevado tanto a alumnos como a profesores a enfrentarse a una nueva realidad dentro de las clases. Los alumnos de origen extranjero y con lengua no nativa se ven obligados a adaptarse e integrarse a un ritmo vertiginoso que, en ciertas circunstancias, es inasumible; especialmente en aquellos alumnos que han entrado dentro del circuito escolar a partir del ciclo de secundaria y en mitad de curso. El objetivo, por tanto, de este artículo es analizar los resultados de aprendizaje de los alumnos inmigrantes de 3.º de ESO dentro de una secuencia didáctica dedicada al género anuncio para a) detectar la...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Based on the self-determination theory, the current study took a multilevel structural equation modeling approach to explore the relations between teacher–student relationship quality (TSRQ), students’ emotional engagement in English as a foreign language (EFL) lessons and writing performance. Furthermore, gender and socioeconomic status (SES) differences were examined in relation to the three constructs. The sample comprised of 952 students from 67 French secondary schools. The results indicated that TSRQ was positively related to students’ emotional engagement at both the student and school levels, although the link between TSRQ and students’ writing performance was non-significant at both levels. The positive association between emotional engagement in EFL lessons and writing performance was significant at the student level but non...

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Tipo: artículo

Metodología: estudio empírico

Temas: reflexión docente

Resumen:

In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

With the growing emphasis on positive psychology, the well-being of foreign language (FL) learners has become a key area of focus. However, existing well-being scales are typically designed for the general population, and a scale specifically tailored to the unique experiences and challenges faced by FL learners is still lacking. To address this gap, the present study aimed to develop and validate a well-being scale specifically tailored for FL learners. Using a mixed-methods design, the study involved 1,182 secondary school students in China, with an average age of 14.14 years ( SD = 1.21) and spanning grades 7–12. Grounded in the positive emotion, engagement, relationships, meaning, and accomplishment well-being model, exploratory and confirmatory factor analysis confirmed an 18-item FL learner well-being scale. This five-factor...

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