educación superior

La Declaración de Bolonia, suscrita por los ministros de Educación de 29 países europeos reunidos en esta ciudad en junio de 1999, marcó el comienzo oficial del proceso de convergencia hacia un Espacio Europeo de Educación Superior (EEES), en el que participan todos los estados miembros de la Unión Europea y otros países europeos de próxima adhesión. Estamos viviendo un proceso que recoge una vieja aspiración de líderes europeos que comenzó a cuajar en la llamada Declaración de Sorbona, de mayo de 1998, y que fue firmada por los ministros de Educación de Alemania, Francia, Reino Unido e Italia con la triple intención de facilitar la movilidad de estudiantes y profesores en toda Europa, favorecer un...

Contextualized guided interventions to enhance EFL undergraduates’ writing self-efficacy: Insights from the Situated Academic Writing Self-Efficacy Scale

Xiaoshu Xu, Qin An, Jingmei Yang (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group (n = 41), which engaged in a SAWSES-based intervention incorporating reflective tasks, peer feedback, and process-oriented writing support, and a control group (n = 40), which received teacher-fronted, lecture-based, accuracy-focused instruction. Quantitative data from preintervention and postintervention surveys, supplemented by qualitative analysis of reflective journals, revealed significant gains in writing self-efficacy...

Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks

Ju Zhan, Qiyu Sun, Lawrence Jun Zhang (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

The present study investigated the potential of writing in English as a foreign language (EFL) for language learning by manipulating cognitive task complexity based on related models and hypotheses. English essays written by 59 Chinese postgraduate EFL students from different subject areas were analysed with reference to writing complexity, accuracy, and fluency (CAF). Results showed that task complexity had no significant effect on EFL learners’ lexical complexity but had an influence on their syntactic variation in EFL writing. Findings suggest that manipulating writing task complexity could be a feasible means to promoting and enhancing EFL learners’ language learning. Such findings might broaden our understanding of the relationship between EFL writing and language learning in an EFL learning context. The interplay of EFL writing...

Negotiation in group interaction: Longitudinal evidence from Chinese postgraduate EFL learners

Jinfen Xu, Jing Shu (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Negotiation serves to solve communication problems in second language (L2) learners’ peer interaction including negotiation of meaning (NoM), negotiation of form (NoF), negotiation of content (NoC) and negotiation of procedure (NoP). The four negotiation types are initiated through negotiation strategies. This study examined how negotiation types and negotiation strategies were distributed and how the distributions developed. The data came from five rounds of group interaction conducted by 52 Chinese postgraduate students in a semester. The findings reveal significant differences in the distributions of negotiation types and negotiation strategies. NoC occurred significantly more frequently than NoM and NoF. Each negotiation type had its major negotiation strategies and they had significantly higher percentages than the other...

The teacher as a mediator: How novice and experienced teachers promote learning in English-as-a-foreign-language classes

Nurhan Çökmez (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The aim of this qualitative multiple-case study is to examine how six teachers implement linguistic mediation in their classrooms and to explore the implications of these practices for language pedagogy. Data were collected through semi-structured interviews with three novice and three experienced teachers working at higher education institutions in Türkiye. Following the introduction of the Common European Framework of Reference for Languages Companion Volume , mediation has become central to language education, with an increasing emphasis on mediation-oriented approaches. The findings indicate that, although 11 specific mediation activities and strategies (such as linking to prior knowledge and integrating technology) were identified, participants demonstrated limited conceptual clarity regarding mediation. Nevertheless, both novice...

Intervening with near-future possible L2 selves: EFL students as peer-to-peer motivating agents during Exploratory Practice

Elizabeth Machin (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The present study offers insights on understanding motivation to learn a second language (L2) through implementation of the Exploratory Practice principles within the context of English as a foreign language at a university in Spain, and on discovering opportunities to enhance this. The account sits within the domain of the possible selves and the theoretical framework of the L2 Motivational Self System. Student-led visualisation – a twist on teacher-led visualisation – is the key ‘Potentially Exploitable Pedagogic Activity’ (PEPA), explored as a device for inviting a near-future L2 self-guide into the here-and-now. This PEPA evolved out of stages of understanding, including student dismissal as ‘fantasies’ their possible professional L2 selves in a remoter future. Through classroom observation, template analysis of imagery scripts,...

Use of motivational regulation strategies and its relations to motivational beliefs in a college English course context

Sha Luo, Zhengdong Gan (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

While motivational regulation strategies (MRSs) both as a core facet of self-regulated learning and as a pedagogical issue have attracted increasing attention from researchers and practitioners, what motivational regulation strategies learners of English as a foreign language (EFL) or English as a second language (ESL) tend to use and how these strategies may be associated with learner motivational beliefs in English learning remain under-researched. To fill this research gap, this study aims to contribute to a holistic understanding of Chinese EFL students’ use of MRSs and its relations to English learning motivational beliefs. Data were collected from 638 non-English major undergraduate students through two self-report questionnaires in a College English Course context. Results showed that students reported high frequency use of...

Foro de profesores de ELE

El cuadro interactivo

Nuria Del Río Blay (2015)

Detalles Cerrar ✕

Tipo: artículo

Metodología: propuesta didáctica

Temas: herramientas

Resumen:

Este artículo pretende animar el descubrimiento del potencial didáctico de una aplicación aparecida recientemente llamada Thinglink, utilizada para crear, de manera muy sencilla, imágenes interactivas en un periodo de tiempo sorprendentemente corto. Por todos es sabido que resulta conveniente explorar las infinitas posibilidades de integrar las TIC en el contexto educativo de E/LE puesto que incrementa la competencia digital necesaria para el estudiante hoy en día además de motivarle en el proceso de aprendizaje. En las líneas que siguen, se tratará de explicar el funcionamiento de esta herramienta web y después se ofrecerá un ejemplo de explotación didáctica con un grupo de estudiantes de E/LE...

Long-term effects of exploratory practice on language learners

Takaaki Hiratsuka, Matthew Nall (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

Practitioner research plays a crucial role in education because of its applied nature and its ability to address pertinent issues within learning and teaching contexts. Exploratory practice (EP) is a form of practitioner research that emphasizes puzzles while striving to understand and improve students’ and teachers’ quality of life in the language classroom. Our puzzlement as EP practitioners began to take shape as we received a variety of feedback – both positive and negative – on our EP-infused lessons from our past students. Therefore, we started to ponder the enduring repercussions of an EP experience on participants’ subsequent learning and quality of life, extending beyond the immediate...

Hacia un modelo explicativo de la interactividad en el aula de ELE en Chile: una perspectiva desde la didáctica de Literatura e Historia

Maha Soliman (2022)

Foro de profesores de ELE

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

La comprensión se materializa en un proceso de enseñanza-aprendizaje que se sostiene en la interactividad de tres dimensiones: texto, lector y contexto. No obstante, hay una falta de evidencias empíricas que explican cómo interactúan las tres en el contexto educativo y cómo deberían interactuar para facilitar el aprendizaje del estudiante a partir de textos. En este sentido, el objetivo de este trabajo es explorar la interactividad en el aula de ELE en cursos de Literatura e Historia. La investigación adopta una metodología cualitativa de estudio de caso que a partir de un análisis de contenido reveló la necesidad de implementar las actividades de lectura en función de los intereses de los...