Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was given to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the...

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Tipo: artículo

Metodología: estudio empírico

Temas: gamificación

Resumen:

In today’s society, marked by the spread of Covid-19 that forced the shift from a traditional face-to-face to a fully online setting, digital tools are becoming more and more essential to engage 21 st Century students in their classroom activities. In the context of ELT (English Language Teaching), Digital Game-Based Language Learning (DGBLL) has increasingly been shown to foster language development since its interactivity allows for the creation of a constructivist learning environment in which students do not experience feelings of stress and anxiety. This article aims to present the design, development, and testing of an original class-interactive storytelling game addressing EFL (English as a Foreign Language) Italian Secondary School students. Quantitative and qualitative data were collected and submitted to statistical and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Recently, second language (L2) researchers gradually shift their focus on learners’ motivational and emotional responses to specific language skills, such as L2 writing. However, there is a paucity of empirical research on the relationships between learners’ L2 writing performance, motivation, and emotions from a longitudinal perspective. With a sample of 235 English-major students from a Chinese university, the present study explored the changes in the ideal L2 writing self and its relationships with L2 writing enjoyment and L2 writing anxiety among students with different integrated writing (IW) performance over an academic year. The ANOVA results reported that the ideal L2 writing self remained stable over time and showed no significant difference among three groups of students (high-level, middle-level, and low-level). The multi-...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

This study explored how the iterative continuation task can be incorporated into a writing course in a setting for English as a foreign language (EFL). It investigated the effectiveness of the iterative continuation task in influencing senior high school students’ writing performance and their writing attitudes. Eighty-four year-one students from a China’s provincial senior high school participated in the study. They were divided into two groups: an experimental group and a control group, each consisting of 42 students. The experimental group was subjected to six turns of reading–writing continuation tasks, whereas the control group continued with the previous practice of a single turn of reading–writing continuation tasks. Data were collected from writing tests and questionnaires. The results show that the iterative continuation task...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

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This study examines the effectiveness of content and language integrated learning (CLIL) in primary school English teaching, focusing its impact on the English learning ability and interest of lower-grade students. Two hundred and forty first-grade students were selected from three primary schools in Shenzhen (115 in the experimental group and 125 in the control group) for a one-week intervention. Results showed that students in the experimental group significantly outperformed those in the control group in terms of English learning ability, maintaining a stable advantage across three tests. Additionally, the experimental group’s learning interest increased significantly from pre-test to post-...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The acquisition of Chinese language skills presents significant challenges for non-native speakers, particularly in mastering tonal pronunciation and topic-prominent grammar structures. This study developed and evaluated an artificial intelligence driven (AI-driven) personalized learning system to enhance Chinese pronunciation and grammar skills among university students. Through a 16-week quasi-experimental study involving 60 undergraduate students in Thailand, we compared traditional classroom instruction with our AI system that provided real-time feedback, adaptive learning paths, and personalized practice opportunities. The experimental group utilizing the AI system demonstrated remarkable improvements compared to the control group across all tonal categories and grammatical structures. User satisfaction ratings were consistently...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present longitudinal study investigated the changes of FLE (foreign language enjoyment) and FLA (foreign language anxiety) over time in the foreign language classroom and their relationship with foreign language learning motivation and learners’ personality traits. Fifty-five college students completed an FLE/FLA questionnaire after English classes over 14 weeks. They also completed a motivation questionnaire and a personality questionnaire. The results revealed that FLE was less stable over time as compared to FLA. A number of motivational factors (e.g. ought-to L2 self, ideal L2 self, motivated behavior) were found to be related to both the mean and the variance of FLE and FLA over time. Moreover, several personality traits (e.g. extraversion) also played a role in FLE and FLA. Pedagogical implications were discussed.

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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)...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

This study systematically evaluates generative pre-trained transformer (GPT)-based large language models for the automated writing evaluation of Italian as a second language (L2). Drawing on 1,832 learner texts, we compare six GPT-based experimental conditions: zero-shot and few-shot prompting with GPT-4.1 and GPT-5, and two fine-tuned GPT-4.1 models trained on either class-balanced or proportionally distributed datasets. Model performance against human common European framework of reference for languages (CEFR)-based ratings is examined using exact agreement, correlation coefficients, Quadratic Weighted Kappa, precision, recall, and F1-scores. Results reveal a clear hierarchy: the balanced fine-tuned GPT-4.1 model achieves near-operational reliability, whereas all prompting-based methods, including GPT-5, remain substantially weaker...

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