Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

Shadowing is a technique that has been shown to significantly improve English language learners’ (ELLs) oral fluency and comprehensibility. However, previous research showing dramatic gains over time for ELLs has varied in design, with some studies including control groups and others not, thus complicating interpretations of efficacy. These studies have also been conducted in English and other languages with attention to advanced-level ELLs and beginning-level ELLs. Additional research is needed to provide insight into the effect of shadowing on intermediate learners, as well as using treatment and control groups to get a more accurate picture of identified changes in fluency, comprehensibility, accentedness, and imitative ability. A ten-week quasi-experimental study of text shadowing practice was conducted with intermediate-level...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: migración y acogida

Resumen:

Texto completo

La diversidad en todos los planos constituye el rasgo más destacable de las aulas de español como segunda lengua que se imparten dentro del programa estatal de Protección Internacional, dirigido a solicitantes de asilo. La presente contribución propone una reflexión acerca de cuatro puntos relacionados, a saber, la existencia de diferentes conocimientos del mundo, la importancia de la dimensión intercultural, el trabajo con personas que presentan grados variables de exposición previa a realidades académicas y la disparidad de ritmos y horizontes de desarrollo.

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Listening is regarded as an essential skill for language learning, and metacognitive intervention has been utilized widely to facilitate this skill for learners in recent years. Besides metacognitive factors, the impact of personality traits such as introversion/extroversion has been emphasized in the field of language teaching. This study investigated the effect of the metacognitive intervention on upper-intermediate introvert English as a foreign language (EFL) learners’ listening comprehension and metacognitive awareness. Upper-intermediate introvert EFL learners ( N = 59) were randomly assigned to an experimental ( N = 29) and a control group ( N = 30). The experimental group received metacognitive intervention through a pedagogical cycle for eight sessions, while the control group followed their conventional approach without a...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

One of the main reasons for studying a foreign language is communicating with others, but many students do not feel confidently enough when trying to develop their speaking skills. Among adolescents’ frequent activities are that of listening to music while paying attention to song lyrics. We hypothesize that these musical experiences could influence their speaking skills. The present study aims to consider different factors that could influence students’ speaking proficiency. Among these factors, students’ emotional understanding, their willingness to communicate in a FL and their musical experience are considered. One hundred and twenty-four students of English as a foreign language (EFL) in the fourth year of Secondary Education from three different high schools in Spain took part in the study. Oral data were collected through...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: materiales didácticos

Resumen:

While the importance of materials in second language (L2) learning and instruction has been widely acknowledged, research on how materials mediate classroom interactions are still relatively scarce. This, however, is crucial considering the complex interplay among teacher, students and materials in classroom interactions. The study investigates this issue from an ecological perspective, regarding students’ learning through material use as holistic, dynamic, and emergent. Multiple data were collected combining classroom discourse analysis with students’ reflection and interview data. Findings revealed that: (1) different materials catalyse different patterns of classroom interactions as well as teacher and students’ talk; and that (2) while students tended to be more expressive in texts that are personally relevant, texts with literary...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes

Resumen:

Although language learner beliefs are a distinct individual difference factor that can significantly influence the success of language learning, limited attention has been given to young language learners’ beliefs about grammar instruction and their relationship with students’ learning outcomes. In this study, we administered a questionnaire tapping into learners’ beliefs regarding grammar instruction to 277 Chinese primary school students and utilized the Cambridge Young Learners English Tests (A1 Movers) to measure their second-language proficiency, including listening, reading and writing, and speaking skills. Our results revealed that the participants preferred form-focused and inductive grammar instruction over meaning-focused and deductive grammar instruction. Moreover, the results of multilevel modeling suggested that the...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: mediación

Resumen:

After the publication of the CEFR Companion Volume in 2018, a revision of the curriculum in force for the English subject in the Bilingual Sections in the Community of Madrid has been implemented. One of the main changes is the inclusion of the concept of linguistic mediation in the subject ‘Advanced English’ in the last stage of secondary education. In an attempt to understand how linguistic mediation strategies and activities are being developed in real classroom contexts, this study has focused on teachers’ perceptions of linguistic mediation. A questionnaire and a focus group were used to examine teachers’ understanding and awareness of linguistic mediation, as well as the type of mediation activities that are relevant for their students and the extent to which they include linguistic mediation activities and strategies in their...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enfoques y métodos

Resumen:

Recent research shows that musical training improves children’s development of oral and aural skills. This study focuses on developing and testing a methodological framework (Music as a Medium of instruction, MMI) in English language teaching (ELT) by contrasting MMI and gamification methodologies with the participation of 22 Spanish children all born in 2008. The differences in progression between participants with and without previous instrumental training are also discussed. Generalized linear model procedures were used for each outcome variable (listening comprehension and oral production skills) to investigate the effect of independent variables (MMI vs. gamification; students with music training vs. learners without music training). Results revealed that students of the MMI group had significantly higher scores than the...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma

Resumen:

An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners’ uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms has been constrained to grammar, vocabulary, pronunciation, and spelling. However, as self-contained units of meaning, formulaic sequences (FSs), comprising collocations, lexical bundles, idioms, compounds, etc., have not yet been the object of FonF research. Inspired by the fact that a substantial proportion of natural discourse consists of FSs, the present study investigated the degree to which incidental focus-on-form episodes (FFEs) with formulaic vis-à-vis other linguistic foci occur,...

Ver ficha completa