Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Effective academic communication in multilingual higher education requires pragmatic competence, yet this dimension of language ability is often overlooked in instruction and insufficiently supported through feedback or authentic practice. Grounded in instructed pragmatics and technology-mediated learning frameworks, this study reports on the design, implementation, and empirical evaluation of an artificial intelligence (AI)-mediated multimodal platform developed to scaffold pragmatic competence in Indonesian within digital academic contexts. The platform integrates five interdependent features: automated text analysis to identify speech acts, politeness strategies, and violations of conversational principles; video analysis with multilingual transcription and theory-based annotation; conversation simulations providing context-...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

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From a social cognitive perspective, self-regulated learning is essentially and increasingly recognized as a complex and dynamic experience. The use of self-regulated learning strategies is also inherently subjective, shaped by individuals’ experiences, beliefs, learning styles, and environmental influences. Although existing research has explored self-regulated learning via a complex dynamic system theory lens, relevant studies that depart from a learner’s point of view and elucidate complexity and subjectivity in their understanding of self-regulated learning strategy use remain limited. Researching the complexity of self-regulated learning in second language acquisition aids in fostering a...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

Resumen:

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

Although the majority of studies have examined student teachers’ perceptions, emotional experiences, and responses during their teaching practicum (TP), there is a scarcity of research focusing on English as a foreign language (EFL) student teachers’ internal and behavioural responses to negative feedback from mentors or supervisors. Feedback literacy, as a comprehensive concept encompassing internal factors, offers an innovative perspective to explore the characteristics and interplay among learners’ cognitive, affective, and behavioural capacities when dealing with feedback. Therefore, from the perspective of feedback literacy, this study investigated how student teachers cope with negative feedback experiences during TP. This study involved 16 student teachers from five teacher education programmes at the four selected Chinese...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

L2 motivational self system (L2MSS) has offered novel pathways for motivating language learners by introducing the concepts of possible selves, vision and imagery. The aim of the study was to examine the effectiveness of a vision-based motivational intervention program in improving motivational attributes of Iranian learners of English as a foreign language (EFL). A total of 51 male and female adult Iranian EFL learners formed the experimental and control groups. The experimental groups received the treatment during an academic semester. The intervention consisted of six steps and included various tasks and activities to improve the students’ vision and imagination. A Likert scale self-report questionnaire was administered before and after the intervention. Marginal qualitative data was also collected for a more in-depth analysis of...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Learning about the factors that play a positive or negative role in language teachers’ dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching programs with suggestions on how to prevent teacher burnout. This study investigated whether teachers’ mindsets about stability or malleability of teaching ability (fixed and growth mindsets) and self-efficacy predicted their burnout and professional identity beliefs. The participants of the present study were 166 English as a foreign language (EFL) teachers. The teachers completed self-report scales on teaching mindsets, burnout, professional identity, and self-efficacy. The results of path analysis showed that fixed teaching mindsets productively predicted emotional exhaustion and depersonalization while growth teaching mindsets and teacher...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: metodología de investigación

Resumen:

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A central concern among qualitative researchers over the last two decades has been enhancing its visibility and credibility, particularly among quantitative researchers as well as general audiences. Addressing calls for top-down insights to help stakeholders of research take stock of an increasingly large and complex literature body, this bibliometric analysis provides quantitative insights into 3,758 qualitative studies in language education, published in 34 major academic journals from 1999 to 2021. It investigates patterns of research productivity across authors, their institutions and the countries these are located in, the journals authors publish in, the research approaches they use, the...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The selection of lexical units for pedagogy and research has been a contentious issue in second language (L2) vocabulary studies; however, many investigations have lacked classroom-based research. This mixed-methods quasi-experimental study examined the effects of teaching word families on vocabulary acquisition among adolescent first-language (L1) Chinese English-as-a-foreign-language learners. The quantitative component employs a quasi-experimental research design with 2 groups: an experimental group—the word-families group (n = 44)—which received structural elaboration instruction on 50 target words from the course textbook along with their inflected and derived forms, and a comparison group—the individual-word-forms group (n = 49)—which received semantic elaboration instruction focused on individual word forms and their meanings....

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

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Set against the profound precarity and disruption of Ukrainian higher education during Russia’s war against Ukraine, this study examines how 9 university English as a foreign language (EFL) teachers sustained their professional lives and wellbeing through participation in a Cooperative Development (CD) initiative within a language teacher association. The study encompasses a secondary thematic analysis of transcripts from a 9-month online CD project comprising 10 structured, non-evaluative peer-support sessions in which participants alternated Speaker, Understander, and Listener roles to reflect on their professional lives through narration and dialogue. The findings showed that CD offered...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study aims to enhance second language (L2) learners’ motivation and facilitate successful L2 learning by using motivational languaging, an intervention that encourages learners to reflect on, and externalize, their L2-speaking, competent future self-concepts by writing or speaking about them. Two types of effective languaging activities were developed: individual and group writing. Participants were 264 Grade 10 high school students, divided into three groups: one control group and two experimental groups. Using activity workbooks, the first experimental group engaged in ‘individual writing’ guided by a series of questions in their workbooks (e.g. reasons for learning English and their ideal images of using English). The second experimental group carried out ‘group writing’, including group discussions and writing of group...

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