Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher...

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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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Tipo: artículo

Metodología: propuesta didáctica

Temas: español académico

Resumen:

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La presencia cada vez más numerosa de estudiantes de movilidad procedentes de distintos países comunitarios y extracomunitarios en las aulas de nuestras universidades hace necesario habilitar un espacio curricular para ellos. No hay que olvidar que su presencia es parte de los objetivos marcados por el proyecto del Espacio Europeo de Enseñanza Superior (EEES); y una correcta integración de este tipo de alumnado respondería a las aspiraciones de internacionalización de la Universidad. La pretensión de esta propuesta es exponer el mecanismo de los cursos en los que a partir de la instrucción en las destrezas orales se establece la base para profundizar en el aprendizaje de la expresión escrita en...

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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...

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Tipo: artículo

Metodología: estudio empírico

Temas: análisis de materiales y manuales

Resumen:

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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: 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...

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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: enseñanza/aprendizaje de lenguas

Resumen:

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Drama-based pedagogy (DBP) has been proposed as a way to enhance learner engagement, performance, and motivation, particularly in contexts where opportunities to practice English are limited, such as the context of this study: a small, private college in a second-tier Chinese city. This study employed a mixed methods concurrent case study design to investigate DBP’s benefits, challenges, and relationship to motivation. Quantitative data were collected through a motivational questionnaire based on the second language motivational self system (L2MSS) and international posture (IP) models, administered to 31 participants after a semester-long DBP course. Qualitative data were gathered through...

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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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