Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

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It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke the target language in class. Using categories and functions from classroom interaction research and corrective feedback research, L2 English and L3 French teachers’ response patterns to learner target language output were identified and compared. Findings indicated that L2 English teachers taught in a meaning- and fluency-oriented context, frequently...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Research on task-based language teaching (TBLT) has gained significant attention in recent years, yet studies on task design have primarily focused on manipulating task variables for research purposes. Little is known about teachers’ design processes, their choices, and how they balance design variables for pedagogical tasks. This study investigates task design processes in primary school contexts using an innovative web-based design tool. Thirty-five primary school teachers participated, with their design activities captured through think-aloud protocols. This approach provided a detailed view of teachers’ strategies, challenges, and iterative refinements during task creation. The findings reveal previously undocumented aspects of task design, including how teachers navigate the task cycle, their cognitive processes during design,...

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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: feedback/retroalimentación

Resumen:

In many compulsory second language (L2) classrooms, learners routinely encounter linguistically difficult L2 reading tasks. However, it is unclear (1) how learners behaviorally engage and perform on such tasks, (2) what motivational characteristics predict their reactions, and (3) whether maladaptive learner reactions can be ameliorated. This study examined the role of two motivational constructs (attributions and self-efficacy) and a common teaching practice (effort feedback) in predicting and ameliorating learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks. Japanese high school students ( N = 238) studying English were recruited for an experimental study and randomly assigned to either the treatment group (n = 124) or the comparison group (n = 114). Both groups first performed a...

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Tipo: artículo

Metodología: estudio empírico

Temas: estudiantes chinos

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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: 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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