Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

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This study examines the effectiveness of content and language integrated learning (CLIL) in primary school English teaching, focusing its impact on the English learning ability and interest of lower-grade students. Two hundred and forty first-grade students were selected from three primary schools in Shenzhen (115 in the experimental group and 125 in the control group) for a one-week intervention. Results showed that students in the experimental group significantly outperformed those in the control group in terms of English learning ability, maintaining a stable advantage across three tests. Additionally, the experimental group’s learning interest increased significantly from pre-test to post-...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: colocaciones

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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

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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: AICLE/CLIL

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Exploratory talk is increasingly recognized in formal education for its role in enhancing students’ critical thinking and literacy skills, which are crucial for quality education both within and beyond school contexts. However, research shows that students often lack opportunities for inquiry-based learning and rarely receive explicit guidance on using language for reasoning, particularly in second language (L2) learning environments. Understanding how students engage in this complex function and effectively promoting it in L2 subject contexts remains a challenge. This study introduces an operational framework for the function of ‘explore’, based on L2 learning and socio-cultural theories and Dalton-Puffer’s construct of cognitive discourse functions (CDFs). It provides both quantitative and qualitative insights into how secondary-...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

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This article intends to add to the rising discussion related to the employment of authentic plays and drama within a high school compulsory curriculum for enhancing learners’ foreign language (L2) oral skills. In particular, it examines the pedagogical use of authentic contemporary plays for developing learners’ L2 oral production in terms of (1) complexity – syntactic and mean length of AS-units (MLAS) and (2) accuracy – global and pronunciation accuracy. For this purpose, a class of 10 final year high school students with a lower-intermediate to upper-intermediate level of language in an Italian context was exposed longitudinally to a blended-drama approach – the use of literary play scripts,...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza a niños

Resumen:

This paper critically reviews long-term evidence on early English instruction in foreign language settings beyond the primary school years. It examines how early-start effects change across the transition to lower-secondary education, later school years, and college-level contexts, and which conditions are associated with their persistence, weakening, or re-emergence. Using a timeline approach, the review synthesizes school-based and post-school evidence across these stages. The findings indicate that early-start advantages are unstable, context-dependent, and often domain-specific rather than automatic or cumulative. Although cumulative exposure matters, the evidence does not support a consistent exposure threshold at which durable advantages emerge. Cross-study comparisons are also constrained by differences in assessment constructs...

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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: adquisición de segundas lenguas

Resumen:

Oral fluency is critical to oral proficiency, as it reflects both linguistic competence and communicative confidence, which are essential for effective interaction and successful language use. However, its characteristics across different educational stages remain underexplored. Drawing on the Spoken Corpus of Chinese Learners of English and guided by Kormos’ ( 2014 ) Bilingual Speech Production Model, this cross-sectional study investigated oral fluency characteristics of Chinese English-as-a-foreign-language learners ( N = 152) at three educational stages: Grade 7 (n = 52), Grade 10 (n = 52), and first-year English majors (n = 48). Speech samples were annotated using Praat software (Version 6.1.48) and analyzed with analysis of covariance and Bonferroni-adjusted pairwise comparisons in SPSS (Version 26). Semi-structured interviews (...

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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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