educación superior

La creciente presencia de hablantes de herencia en los programas de español como segunda lengua de España nos ha hecho percatarnos de las necesidades de este tipo de alumno. Por ello, resumimos las investigaciones y reflexiones que se han llevado a cabo en diferentes universidades estadounidenses sobre los hablantes de herencia en clases universitarias, enfocándonos en las pruebas de clasificación. En primer lugar, definimos el perfil del hablante de herencia, haciendo énfasis en sus fortalezas y debilidades lingüísticas y destacando lo que lo distingue de un alumno de español como segunda lengua. A continuación, describimos los intentos que se han hecho en diferentes universidades con una...

Examining how L2MSS motivation and international posture manifest in a drama-based pedagogical course at a private university in China

Lucas Peltonen, Zidan Ning (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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...

Boredom in online English language classes: Mediating variables and coping strategies

Mirosław Pawlak, Ali Derakhshan, Mostafa Mehdizadeh (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although boredom has been the subject of increasing scrutiny in second language (L2) learning recently, very little is known about how this emotion can affect teachers and students involved in Covid-19 prompted online English education. To address this gap, through maximum variation sampling, this qualitative study surveyed the opinions of 34 teachers and 256 students from universities across Iran to find out which class mode (online versus physical classes) and course type (content-based versus skills-based courses) were more boring, and what – if any – coping strategies these individuals used to get over boredom. The majority of teachers and students deemed online classes more boring than traditional, in-person classes. While teachers regarded skills-based and content-based courses as equally boring, most students believed that...

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)

Detalles Cerrar ✕

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...

Volver a contar historias

Bettina Hermoso Gómez (2011)

Foro de profesores de ELE

Detalles Cerrar ✕

Tipo: artículo

Metodología: experiencia práctica

Temas: enseñanza en línea e híbrida

Resumen:

La siguiente experiencia práctica se enmarca dentro de un centro y un sistema educativo bastante diferente al español. En los centros universitarios en el Reino Unido todos los módulos deben llevar un componente del módulo en línea ya que el aprendizaje mixto es una realidad de hecho. Esto no quiere decir que sea un componente completamente autónomo ya que el profesor habrá diseñado totalmente el proceso para que el componente presencial y el componente en línea encajen perfectamente y el estudiante vea la necesidad de ambos.

Puzzles in exploratory practice: The role of why questions

Yoshitaka Kato (2025)

Detalles Cerrar ✕

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)

Detalles Cerrar ✕

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...

Taller de escritura para alumnos universitarios de E/LE en movilidad

Irene Verde Peleato (2008)

Foro de profesores de ELE

Detalles Cerrar ✕

Tipo: artículo

Metodología: propuesta didáctica

Temas: expresión escrita

Resumen:

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...

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)

Detalles Cerrar ✕

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...

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...