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...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: literatura

Resumen:

Texto completo

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...

Ver ficha completa

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...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: cómic/historieta

Resumen:

Texto completo

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...

Ver ficha completa

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)...

Ver ficha completa

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...

Ver ficha completa

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Previous research has highlighted the pivotal role of self-efficacy in English writing proficiency among various cultures and educational levels. In higher education, particularly at the graduate level, writing proficiency is crucial for academic success and professional development. Therefore, it is essential to understand factors that influence writing proficiency, such as self-efficacy and self-regulated learning (SRL) strategies. However, there is a gap in research on how distinct profiles of a combination of self-efficacy in writing and self-efficacy in self-regulation among graduate students correlate with the use of SRL strategies, writing performance, and demographic features. To fill this gap, we examined the English writing self-efficacy profiles among 1,308 Chinese graduate students and explored how these profiles are...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study investigates the effect of personal investment in the form of learner-generated content (LGC) on the lexical recall of beginning-level learners of Chinese. The study employed a 2 × 2 repeated-measures design with content at two levels – teacher-generated content or TGC, and learner-generated content or LGC – and time at two levels (immediate, delayed). Quantitative results were triangulated with qualitative thematic analyses of follow-up interviews. The study was conducted at an Australian university and aimed to identify a way of modifying current intentional vocabulary learning activities to increase learner investment in the learning process and improve retention. Participants completed two versions of a picture description activity that was commonly used to introduce and practice new vocabulary in the program. The first...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Reading self-efficacy in both first language (L1) or second language (L2) contexts has attracted increasing attention from researchers and practitioners in the past decades. However, prior self-efficacy studies have mainly adopted variable-centered approaches, and a global index of reading self-efficacy was created in these studies. Individual differences in reading self-efficacy and how they are associated with other learning factors remain under-explored particularly in an English as a foreign language (EFL) context. The purpose of this article was therefore to employ a person-centered approach to examine different patterns of EFL students’ English reading self-efficacy as identified by latent profile analysis (LPA) among 361 Chinese university students. We conducted analyses of variance to examine the differences in English reading...

Ver ficha completa