Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Research has consistently demonstrated that parental involvement plays a key role in children’s early second language (L2) development. However, little is known about how different aspects of parental involvement in children’s L2 learning are configured and how these differentiated combinations of parental involvement are associated with children’s L2 motivation and engagement. Moving beyond prior studies, which typically focused on the effects of single aspects of parental involvement, this study utilized a person-centered approach to examine the configuration patterns of various indicators of parental involvement in children’s L2 learning (i.e. parental autonomy support, psychological control, and behavioral control). Data were collected from a sample of 702 seventh graders ( Mage = 13.09, SD = 1.64; 50.14% girls) in two major...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Previous studies have recommended employing genre analysis as a supportive framework for English scientific content in the content and language integrated learning (CLIL) context. However, little is known about how CLIL teachers collaborate to co-create genre-based scaffolds and how they perceive the benefits and challenges of genre analysis for material development through interdisciplinary teacher collaborations. This study aims to fill these gaps by exploring how two physics teachers and two English teachers paired to co-create scaffolds to improve students’ comprehension of English scientific materials. This study also investigates the teachers’ perceptions of their genre-based scaffolding design experiences via interdisciplinary teacher collaborations. This study is a qualitative case study, collecting data from scaffolds in...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Recently, a surge of scholarly attention has been paid to the impacts of Artificial Intelligence (AI) tools on second/foreign language (L2) education. Nonetheless, there is a lack of evidence on the role of AI-assisted robots or robot-assisted language learning (RALL) in English as a foreign language (EFL) students’ psycho-emotional factors and academic behaviors. To address this gap, drawing on the technology acceptance model (TAM), the present study probed into the impact of robot-assisted L2 education on Chinese EFL students’ classroom engagement and willingness to attend classes (WTAC). Two questionnaires were filled out by a sample of 155 students at the start and end of a four-month period of intervention. The participants were randomly assigned to a control group (n = 80) and an experimental group (n = 75). Robot-assisted...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study examines a potential tension in the application of self-determination theory to an extensive reading-enhanced speaking course in an English-as-a-foreign-language context. Although extensive reading is widely assumed to foster autonomous motivation by satisfying learners’ basic psychological needs for autonomy, competence, and relatedness, its implementation within formal instructional settings often involves mandatory reading quotas and graded components that may introduce controlling pressures. Drawing on data from 142 Japanese university English majors enrolled in a year-long extensive reading-integrated speaking course, this study investigated changes in motivational regulation and basic psychological needs satisfaction using Bayesian analyses. Results revealed strong evidence for increases in all three basic...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

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Classroom relationships represent a complex and dynamic system, in which students’ relationships with teachers and peers are intertwined with each other. A person-centered approach was used to investigate how multiple characteristics of a good-quality relationship (i.e., validation, caring, and instrumental guidance) with teachers and peers combined to form English-as-a-foreign-language primary school students’ classroom relationships profiles. Four distinct profiles of classroom relationships were identified: Supportive, Teacher-oriented, Moderate, and Isolated. Whether students’ gender and English proficiency level significntly predicted their likelihood of belonging to each profile was tested...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group, each with twelve pairs. Each group completed two collaborative tasks of different cognitive complexity. The results showed that task complexity had an appreciable impact on the use of L1 and its functions. It is also found that the impact of task complexity was dependent on learners’ English proficiency. Specifically, the higher-proficiency group employed more L1 to perform complex tasks than they did in the simple versions of the tasks. These learners also devoted significantly more L1...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students’ oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates’ cognitive, behavioral, and affective engagement with teachers’ oral feedback provided on in-class oral presentations in an English as a...

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Tipo: artículo

Metodología: trabajo teórico

Temas: formación de profesores

Resumen:

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

The main goal of many students of English as a foreign language (EFL) is to be fluent in the target language, i.e. to be capable to transfer their thoughts smoothly and easily in different contexts. The present study examines the effect of pedagogic intervention on enhancing speech fluency in EFL using a pretest – immediate posttest – delayed posttest design. Two groups of 32 EFL students at a University in Iran took part in the study, receiving the same amount of instruction (18 hours over 18 weeks). The Control group listened to / viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking skills tasks but received no fluency training. The Experimental group spent part of the time on fluency strategy training, encouraging the memorization, repetition, and retelling of the...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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While interest in the learning of a language other than English (LOTE) has increased, research on how to foster learners’ motivation towards learning a LOTE is still scarce. With a specific focus on learners’ ideal LOTE and multilingual selves, this article reports on an intervention study which employed near peer role model (NPRM) to construct Chinese undergraduates’ LOTE learning motivation. The research aim was to explore the role of the near peer role modeling in nurturing the development of the LOTE-related facets of learners’ ideal selves. Open questionnaires, interviews and written journals were used to collect data at one Chinese university over the course of one academic term. Findings...

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