Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Despite the recognized importance of supervisors’ feedback in enhancing students’ academic development, research on novice supervisors’ perspectives, especially concerning undergraduate thesis supervision in English as a foreign language (EFL) contexts, remains scarce. In an attempt to address this gap, this qualitative case study explored the written feedback beliefs and practices of two novice supervisors in the department of English of two universities in mainland China. It examined how their beliefs were shaped and translated into practice during their supervision of EFL undergraduate students. Data were collected longitudinally over an 8-month period, including semi-structured interviews, written feedback samples, and voice messages, to capture the full thesis supervision process. Findings revealed that supervisors held varying...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: literatura

Resumen:

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Enseñar literatura no es empresa fácil. Desde esta perspectiva, nuestra propuesta práctica abarca una serie de actividades, cuyo punto de partida es la obra de Miguel Delibes, El camino. Teniendo como pretexto un fragmento literario, las explotaciones propuestas intentan cumplir con la triple función, señalada por Rosalie Sitman e Ivonne Lerner (1993), de estímulo, vehículo y herramienta para la adquisición de la competencia comunicativa, en sus componentes lingüísticos y culturales y, a la vez, incitar al alumno a utilizar la lengua meta para explorar, descifrar e interpretar el contenido y las estructuras lingüísticas y estilísticas del mismo. Se intenta desarrollar una conciencia cultural más...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

Major advances have been made in understanding language learning strategies (LLS). However, rapid changes in human interaction induced by the internet and web 2.0 warrant a re-assessment of LLS in today’s context, especially vis-à-vis digital nativeness. Therefore, a large-scale quantitative investigation involving 891 college students was conducted. Their LLS use patterns and frequency and their level of digital fluency were examined using two instruments: Oxford’s Strategy Inventory for Language Learning (SILL) and Teo’s Digital Natives Assessment Scale (DNAS). The participants reported moderate usage of all the strategies described in SILL. However, they reported using specific SILL categories (compensation, memory, and metacognitive) more frequently than others (social, cognitive, and affective). Participants with different levels...

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Tipo: artículo

Metodología: estudio empírico

Temas: análisis de materiales y manuales

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Este artículo analiza las representaciones culturales y de género en un manual de ELE de amplia difusión, mediante un enfoque cualitativo multimodal (texto–imagen–audio). Se operacionaliza un codebook original que integra competencia intercultural, coherencia intermodal y coherencia intermodal, con pista de auditoría y casos frontera. Los resultados muestran desajustes sistemáticos entre modos y asimetrías de agencia por género. La contribución de frontera radica en traducir este diagnóstico en principios didácticos verificables (equilibrio cultural, coherencia multimodal, redistribución de roles y lenguaje inclusivo claro), sin actividades cerradas y con criterios de evaluación formativa. Es un...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word knowledge to productive mastery. The 146 university students enrolled in an EFL course were assigned to four groups, each doing a different form of vocabulary exercises (multiple-choice, gap-filling, sentence translation and sentence writing) for 12 successive weeks. The 18 targets the participants knew receptively were divided into three sets that were repeated two, four and six times respectively. Productive knowledge of the targets was measured two weeks after the treatment. The results...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: cómic/historieta

Resumen:

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El azote pandémico ha marcado un implacable punto de inflexión en la escena educativa. Concretamente, en la R. P. China, contexto en el que se inserta la presente experiencia, la docencia en línea ha pasado a ser la tónica de una parte significativa del profesorado hispanohablante sin opción de regreso. Dicha coyuntura, además de dificultar la enseñanza de una asignatura eminentemente comunicativa como Conversación, plantea la imperiosa necesidad de redefinir el proceso didáctico al abrazo de propuestas que, por un lado, comulguen con la identidad del alumnado meta y, por otro, estimulen su participación activa en el aula virtual. El presente artículo contextualiza y desgrana la propuesta...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The past decade has witnessed a surge of research interest in diverse emotions that foreign/second language (L2) learners experience. However, research on L2 boredom is just starting. The current study focuses on foreign language learning boredom (FLLB) and foreign language enjoyment (FLE), and examines how they are associated with a wide range of learner-internal variables and teacher-centered variables. A total of 868 current university students in China studying English as a foreign language (FL) participated in a questionnaire survey. Correlation results show the following: (1) there was a strong negative correlation between FLE and FLLB; (2) FLE was positively linked to multiple learner-internal variables (self-perceived FL proficiency, relative standing among peers, attitudes towards the FL, the teacher, and FL-related culture)...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje autónomo

Resumen:

This study aims to examine the effect of instructors’ behaviors supporting learner autonomy on students’ academic achievement and anxiety levels related to reading, listening, writing, and speaking skills in teaching Turkish as a foreign language. The study was conducted during the 2023–24 academic year with two sample groups, consisting of 1,002 students learning Turkish and 115 instructors working at the School of Foreign Languages of a state university. Participants were selected using simple random sampling within the accessible population. Reliability and validity analyses of the scales were conducted, and the adequacy of the measurement models was confirmed through confirmatory factor analysis (CFA) and the Heterotrait–Monotrait Ratio (HTMT). According to the results of multiple group analysis and canonical correlation analysis...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

While studies on student engagement with teacher feedback have proliferated, these investigations have mainly focused on undergraduate students in non-academic writing contexts with limited participants. Consequently, little is known about how second language (L2) postgraduate students engaged with their supervisors’ feedback in academic writing. To fill this important gap, we employed a mixed-methods approach to examine how L2 postgraduates engaged with supervisor feedback affectively, behaviorally, and cognitively in academic writing. In our study, we collected data from multiple sources including questionnaires, students’ first and revised writing samples, supervisors’ feedback, semi-structured interviews, and stimulated recalls. The analyses of quantitative and qualitative data showed that the participants generally engaged with...

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