educación superior

Una gran mayoría de estudiantes que acceden a la universidad para estudiar E/LE, después de haber estudiado la lengua española en la enseñanza secundaria, encuentran todavía dificultades de producción de sonidos cuando llevan a cabo una interacción con sus profesores o con interlocutores nativos. Una de las dificultades más frecuentes entre los estudiantes universitarios de E/LE recae en la percepción y en la pronunciación del acento prosódico y de la sílaba tónica. En esta experiencia práctica, llevada a cabo con nuestros alumnos universitarios de E/LE en las clases de Fonética Aplicada en la Universidad de Rouen (Francia), mostraremos una serie de actividades innovadoras para la enseñanza-...

Puzzles in exploratory practice: The role of why questions

Yoshitaka Kato (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat? ) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how . Additionally, exploring a why question did not always lead to a deeper understanding. To address...

Unpacking EFL Learner Well-Being in the Chinese Context: A Person-Centered Perspective

Jinfen Xu, Xiaoli Feng (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Language learners’ well-being is crucial for promoting their learning achievement and supporting holistic psychological development. However, the overall level and specific manifestations of well-being among English as a foreign language (EFL) learners remain insufficiently examined. Further, prior research mainly adopted a variable-centered approach to investigate well-being, overlooking the potential individual differences in learners’ experiences. To address these gaps, this study adopted a person-centered perspective and employed latent profile analysis (LPA) combined with follow-up interviews to examine the well-being of 3,995 EFL learners from 16 Chinese universities. The results demonstrated four dimensions of well-being among Chinese EFL learners, namely emotional, cognitive, social, and cultural well-being, with overall...

Fluency development in an EFL setting: A one-semester study

Timothy Doe (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Language learning activities involving time-pressured repetition of similar content have been shown to facilitate improvements in fluency. However, concerns have been voiced about whether these gains might be offset by reduced levels of grammatical accuracy. This descriptive study tracked the oral proficiency of 32 Japanese university students enrolled in English as a foreign language (EFL) classes over one academic semester during which they regularly completed 3/2/1 fluency development activities. Measures of complexity, accuracy, and fluency (CAF) were analysed to investigate whether any developmental patterns could be identified. The results indicated that over the semester, the students made small, but significant gains in two fluency measures, the mean length of pause and the phonation/time ratio. Despite the relatively small...

French literature in the service of micro-processes of peace in Colombia: An approach through argumentation and emotional intelligence

Guillaume Roux, Germana Carolina Soler Millán, Edward Zuleta Alonso (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: literatura

Resumen:

This research analyzes the impact of a pedagogical approach that integrates argumentation and emotional intelligence into the teaching of French literature in university-level French as a Foreign Language courses. The objective is to examine how this method may contribute to reducing conflictual behaviors and fostering micro-processes of peace in Colombia. The literature classroom thus serves as a testing ground within a university environment characterized by the presence of politically engaged student groups that occasionally express strong opposition to institutional decisions. Two pedagogical models were compared: a traditional approach focused on textual analysis and a new method centered on argumentation and emotional intelligence. The study uses a mixed-methods design combining academic assessments, Diploma in French Language...

The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy

Brett Milliner, Blagoja Dimoski (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners (n = 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey...

Translingual practices in Chinese as a second language writing: Variations across language proficiency levels

Yachao Sun, Ge Lan (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

This study investigates the variations in multilingual students’ translingual practices across language proficiency levels in the context of Chinese as a second language (CSL) writing. The case study examined multilingual students’ CSL writing across different proficiency levels at a Sino-US joint-venture university in China, with the aim to understand the variations in translingual practices across these levels. The findings revealed that as language proficiency advanced, there was a corresponding increase in the sophistication of translingual practices, which was manifested in a rise in nuanced, strategic, and culturally inclusive writing. The gradual development in language proficiency allowed students to navigate beyond lexical boundaries and embrace linguistic and cultural diversity, which indicated a change from a monolingual...

Tipos de ejercicios utilizados en la evaluación para la obtención del certificado de competencia lingüística

Timea Tocalachis (2009)

Foro de profesores de ELE

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Tipo: artículo

Metodología: experiencia práctica

Temas: evaluación

Resumen:

Quisiera presentaros una experiencia práctica del departamento de lenguas extranjeras en el que imparto clases desde hace seis años. Nuestro departamento de lenguas extranjeras es parte de la Facultad de Ciencias Económicas y Gestión de los Negocios de la Universidad Babeș-Bolyai, Cluj-Napoca, Rumanía.

Can Well-Being Translate into Better Writing? A Chain Mediation Model of the Impact of Subjective Well-Being on L2 Writing Achievement

Zhaoyang Shan (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study investigates the relationship between subjective well-being (SWB) and second language (L2) writing achievement (WA), focusing on the sequential mediating roles of L2 writing enjoyment (L2WE) and L2 writing self-efficacy (L2WS). A sample of Chinese university EFL learners (n = 322) participated in a survey measuring SWB, L2WE, L2WS, and L2WA. Structural equation modeling (SEM) was employed to test the hypothesized chain mediation model. Results revealed that SWB was positively associated with both L2WE and L2WS, which in turn significantly predicted L2WA. Although the direct effect of SWB on L2WA was non-significant, the total indirect effect via L2WE and L2WS was significant. Specifically, L2WE mediated the link between SWB and L2WA, L2WS mediated the link between SWB and L2WA, and a sequential mediation pathway (SWB → L2WE...

Recursos mediáticos en la práctica educativa de E/LE en la Universidad de Relaciones Internacionales de Moscú (MGIMO)

Victoria Yakovleva, Yulia Vereshchinskaya (2017)

Foro de profesores de ELE

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Tipo: artículo

Metodología: experiencia práctica

Temas: materiales audiovisuales

Resumen:

Este trabajo está dedicado a compartir la experiencia de la práctica didáctica del uso de los recursos mediáticos en clase de E/LE. Analizamos la eficacia de tipos de materiales audiovisuales en la aplicación al proceso educativo tanto en el marco del curso general de los niveles A1-A2, B1-B2, como en el marco del español con fines específicos (B2-C1). En este trabajo exponemos las técnicas utilizadas en la MGIMO con apoyo de recursos mediáticos como uno de los mejores métodos para transmitir la lengua en un contexto real, explorando sus peculiaridades lingüísticas y extralingüísticas.