Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Emotional disengagement has attracted considerable attention in educational research, particularly research on online learning environments. Negative emotions can narrow learners’ attentional focus and suppress spoken output, making it difficult for teachers to gauge students’ actual oral abilities. This study investigates whether real-time recognition of learners’ facial emotions, combined with targeted questioning strategies, can foster more positive affect during synchronous online second language (L2) classes. Using a multitask convolutional neural network (MTCNN) for face detection and the VGGFace model for expression classification, we captured seven emotions from 61 Chinese undergraduates during one-on-one online interactions. Each teacher question was coded for type, mood, and subject pronoun. The results extend research on...

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Tipo: artículo

Metodología: trabajo teórico

Temas: competencia intercultural

Resumen:

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En el siguiente texto intentaremos abordar algunos interrogantes que surgen desde la enseñanza del español como L2/LE y su cultura a raíz del planteamiento globalizador que se extrae de políticas educativas europeas. El objetivo general es arrojar nuevas perspectivas de enseñanza, o puntos de partida, para el profesorado de idiomas, no solo de español, sino de otras lenguas extranjeras que en el aula han de abordar contenidos de tipo cultural.

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

This study examined learners’ perceptions of telecollaboration, specifically an email exchange between learners in the US and Germany, and of peer and teacher corrective feedback (CF) during the exchange. Participants were 38 learners from a second-semester German course at a US university. Their virtual exchange partners were learners of English at a German high school. Learners were assigned to a telecollaboration + peer feedback (PeerF) condition ( N = 15), a telecollaboration + teacher feedback (TeacherF) condition ( N = 10), or a telecollaboration-only (Control) condition ( N = 13). Each week, they sent one email in German and one email in English to their partners. While the PeerF Group received CF on their emails from their partners, the TeacherF Group received feedback from their instructor, and the Control Group did not...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Task repetition (TR) is a valuable tool to direct learners’ attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners’ focus on form, allowing extra time to pay attention to language use, and providing multiple opportunities for learners to pool their linguistic resources and co-construct meaning. Despite the increasing body of research on young learners’ (YLs) second language acquisition process, few studies have addressed the effect of the repetition of collaborative writing tasks on this population’s output. The present study aims to fill this gap by analysing the impact of TR on YLs’ (age 11–12) attention to form, operationalized as language-...

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Tipo: artículo

Metodología: estudio empírico

Temas: tecnología educativa

Resumen:

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Student engagement is broadly defined by scholars as a multidimensional concept, making it challenging to measure and operationalize in teaching and learning contexts. This study focuses on foreign language (FL) teachers’ experiences and conceptualization of student engagement, as well as how they integrate technology based on their understanding of engagement. An interpretive phenomenological analysis (IPA) of 10 in-depth interviews reveals that teachers clearly distinguish between disengagement and passive engagement, as well as between task, classroom and academic engagement. Estonian FL teachers primarily perceive task engagement, analysed through the framework of cognitive engagement, as...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While the multidimensional nature of reading engagement has been widely acknowledged in the English as a first language context, the constructs of reading engagement have remained inadequately investigated empirically in the English as a foreign language context, and research on the predictive effects of these constructs on learning achievement is limited in the area of learning English as a foreign language. The first purpose of this study was therefore to develop the English as a Foreign Language Reading Engagement Questionnaire (EFL-REQ) and validate its psychometric properties among college EFL learners. The second purpose was to assess the predictive effects of the EFL-REQ dimensions on English learning achievement. A series of psychometric tests was conducted with a large sample of college EFL learners in China (n = 1, 341) who...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Peer assessment has been found to have many advantages in learning particularly when viewing it through a socio-cultural lens. This study explored peer assessment across language teacher education coursework, following 15 teacher candidates through three semesters of TEFL coursework. This longitudinal approach is rare with peer assessment research. Surveys and interviews were collected to understand the students’ perception of peer assessment, including how it contributed to their learning and its summative use. Results indicated that repeatedly practicing peer assessment in coursework led to increased positive perception about its usefulness in learning and enhanced trust in peers as qualified assessors, but with a complex interaction of various factors in students’ perception, such as perceived task difficulty, interpersonal...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

This study investigates the relationship between online learning and face-to-face communicative competence among students of English as a foreign language in Vietnam. Drawing on the Community of Inquiry framework and Spitzberg and Cupach’s Model of Interpersonal Communication Competence, the study employed a mixed-methods design to examine students’ perceptions of online learning and the relationship between online learning frequency and speaking performance. Quantitative data were collected from 161 English-major students through a questionnaire measuring online learning exposure and engagement and a performance-based speaking test assessing face-to-face communicative competence. Correlation analyses were conducted to examine the relationship between online learning frequency and speaking performance, followed by semi-structured...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

According to positive psychology (PP), positive emotions contribute to language learning by helping learners recognize their strengths and overcome obstacles. One form of PP is altruism (altruistic teaching), which requires teaching without self-focus. The present study aimed to investigate how altruism affects the emotions and second language (L2) summary writing skills of Iranian L2 learners, drawing on an experimental (comparison group, pretest–posttest) design within a sequential explanatory design. The participants of the study were 130 Iranian learners of English as a foreign language (EFL) with B1 general English language proficiency who were assigned to one intervention and one comparison group, and underwent the intervention and control intervention, respectively. Both the intervention and control intervention involved an...

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Tipo: artículo

Metodología: experiencia práctica

Temas: alfabetización

Resumen:

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¿Cuándo aprendimos a leer y a escribir?, ¿qué recuerdos guardamos de entonces? Desde luego, yo recuerdo alguno de mis primeros libros de lengua y guardo un borroso pero grato recuerdo de cómo mi maestra me enseñó las letras por sonidos, y recuerdo cuando a la be le llamaba bbbb y a la eme, mmm. También recuerdo el primer libro que leí; pero no os podría decir el momento exacto en que pasé de conocer el sonido y la grafía de las letras a juntarlas y a comprender lo que leía. El proceso de alfabetización es un proceso sumamente complicado por el nivel de abstracción que comporta; y me cuesta entender cómo niños de tan corta edad pueden llegar a aprender a leer. ¡Misterios del cerebro humano!

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