Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

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Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Willingness to communicate (WTC) plays a key role in foreign language learning. However, little research has been devoted to the role of achievement goals and achievement emotions in understanding WTC. The present study aimed to examine the relationship between achievement goals (i.e. mastery goals, performance-approach, and performance-avoidance goals) and WTC via achievement emotions, specifically enjoyment and anxiety. Chinese secondary school students ( N = 408) participated in this study. Both variable- and person-centered approaches were used to analyse the data. Study 1 used a variable-centered approach to investigate the relationship between achievement goals and WTC. Results indicated that mastery and performance-approach goals were positively associated with WTC via higher levels of enjoyment. However, anxiety was not...

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Tipo: artículo

Metodología: estudio empírico

Temas: inclusión y equidad

Resumen:

Framed within cognitive and sociocultural perspectives on second language learning, which draws together individual, social and environmental factors, this phenomenological qualitative study aims to shed some light on the largely unknown reality of Teaching English as a Foreign Language (TEFL) in rural multigrade classrooms as clear evidence of diversity within diversity, with a particular focus on English as a foreign language (EFL) teachers’ self-reported pedagogical practices and challenges. An ecological perspective on foreign language education, based on complexity theory, is adopted to understand the complex and dynamic relationships and interactions between language learners and the learning environment. While a qualitative approach was employed using open-ended questions, the content analysis technique was applied during the...

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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: creencias y actitudes de los profesores

Resumen:

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This article reports the findings of a multiple-case study on four teachers of German as a third language (GL3) at a Swedish lower secondary school (year 7). To gain a better understanding of third language (L3) teachers’ pedagogical perceptions and practices about grammar teaching to young beginners, teacher emotions are used as a theoretical frame. The data consist of individual interviews, lesson observations and immediate post-observational oral reflections that are analysed qualitatively using thematic content analysis with narrative features. The study points out the links between emotions and contextual factors inside and outside the classroom – such as time, workload, colleagues’ teaching...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: materiales audiovisuales

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El cine nos ofrece numerosas posibilidades de explotación didáctica en el aula de E/LE, por tratarse de una prestigiosa fuente de ocio, en la que se representan los valores culturales propios. Es un material adecuado para trabajar las variantes de la lengua y acostumbra al alumno a la variedad de registros y a los diferentes sociolectos, dialectos y acentos. En suma, es un material potente porque aporta los aspectos esenciales de acto comunicativo. En este artículo, presentamos el proyecto realizado con estudiantes brasileños de segundo año de bachiller con un nivel de español A2, en el cual se utilizó el cine como herramienta didáctica para desarrollar la competencia comunicativa, la creatividad y...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

This study explored how the iterative continuation task can be incorporated into a writing course in a setting for English as a foreign language (EFL). It investigated the effectiveness of the iterative continuation task in influencing senior high school students’ writing performance and their writing attitudes. Eighty-four year-one students from a China’s provincial senior high school participated in the study. They were divided into two groups: an experimental group and a control group, each consisting of 42 students. The experimental group was subjected to six turns of reading–writing continuation tasks, whereas the control group continued with the previous practice of a single turn of reading–writing continuation tasks. Data were collected from writing tests and questionnaires. The results show that the iterative continuation task...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges. Adequate vocabulary, including knowledge of additional vocabulary facts, is essential for appropriate L2 proficiency, and therefore, it is a crucial aspect of support that should be focused on. Thus, the aim of the study was to support vocabulary acquisition in students with GL2 regarding two aspects: (1) the acquisition of expressive and receptive vocabulary, and (2) the incidental acquisition of additional information regarding the vocabulary that are not explicitly focused on during...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Research on young learners’ motivation in second language (L2) acquisition has expanded considerably, yet pronunciation-specific motivation remains largely overlooked, particularly in Content and Language Integrated Learning (CLIL) contexts. At the same time, gender has frequently been claimed as a source of variation in L2 motivation and pronunciation attainment, although recent evidence from primary-school CLIL settings suggests that such differences may be far less pronounced than traditionally assumed. This study compares English pronunciation motivation across CLIL and non-CLIL programs in Spanish primary education learners and between boys and girls within each type of instruction. A total of 337 pupils in Grades 3 and 4 from five semiurban schools in a monolingual region of northern Spain (3 CLIL, 2 non-CLIL) completed a 38-...

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