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:

Test anxiety restricts learning achievement. Therefore, attention has been paid to individual factors (e.g. self-concept, strategic competence) that can help students reduce the detrimental effects of these factors on learning achievement. This focus leaves external variables such as teacher feedback underexplored. The current study examined whether teacher feedback has the potential to reduce the level of test anxiety and weaken its detrimental effect on students’ English achievement. This cross-sectional study involved 535 12th graders ( M age = 17.97, SD = .60, females = 54%) from a middle school in China. Two questionnaires were delivered to measure students’ test anxiety and perceived teacher feedback. Students’ English achievement was indicated with an in-house English exam. Data were analysed using structural equation modeling...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study examined the impact of learner proficiency on the occurrence and resolution of language-related episodes (LREs) in rehearsal of interactive speaking tasks and on the subsequent use of language items from LREs during performance of the same tasks in front of the class. Forty-eight learners from six intact English as a foreign language (EFL) classes at a Vietnamese high school were divided into three proficiency groups, each consisting of eight dyads. Group 1 was higher proficiency (HH) dyads; Group 2 consisted of mixed proficiency dyads (HL) and Group 3 was lower proficiency (LL) dyads. All the pairs rehearsed and then consecutively performed a problem-solving task and a debate task in two separate classroom lessons. The total data included 48 rehearsals and 48 corresponding performances collected during normal classroom...

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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:

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This study drew on bioecological systems theory to investigate factors influencing demotivation and remotivation among Chinese secondary school EFL learners. Adopting a sequential explanatory mixed-methods design, 129 Grade-12 students were asked to create motivational change graphs to depict their English learning trajectories during their 12-year pre-tertiary education. Analysis of the graphs revealed two distinct groups: those who remained demotivated and those who experienced remotivation. To explore underlying factors, narrative frames and follow-up interviews were conducted with selected participants. Quantitative results indicated two critical periods of motivational change: Grade 8, when...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

Resumen:

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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: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The selection of lexical units for pedagogy and research has been a contentious issue in second language (L2) vocabulary studies; however, many investigations have lacked classroom-based research. This mixed-methods quasi-experimental study examined the effects of teaching word families on vocabulary acquisition among adolescent first-language (L1) Chinese English-as-a-foreign-language learners. The quantitative component employs a quasi-experimental research design with 2 groups: an experimental group—the word-families group (n = 44)—which received structural elaboration instruction on 50 target words from the course textbook along with their inflected and derived forms, and a comparison group—the individual-word-forms group (n = 49)—which received semantic elaboration instruction focused on individual word forms and their meanings....

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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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