Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

Studies have reported comparable effectiveness of teacher assessment and learner assessment in promoting second-language (L2) writing skills (Vuogan & Li, 2022; Yu & Lee, 2016). However, whether learner assessment is equally helpful in enhancing L2 pronunciation learning remains underexplored. Addressing this gap, this pretest–posttest quasi-experimental study examined the effects, validity and reliability, and learners’ perception of peer assessment and self-assessment in L2 English pronunciation. The participants, 183 English majors at a university in China, were divided into three groups, each receiving one type of assessment for the segmental and suprasegmental modules of a pronunciation course. The participants’ performances were examined by pre- and post-intervention reading tasks and assessment forms, and their...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The crucial role of emotion regulation in learning has been well established, but its potential impact on the English as a foreign language (EFL) learning process remains uncertain. Examining the relationship between emotion regulation strategies and EFL learning engagement, as well as antecedent variables, has significant theoretical and practical value. This study aims to explored the potential mediating effects of emotion regulation strategies (cognitive reappraisal and emotion suppression) on the associations between perceived EFL teacher social support, peer social support and EFL learning engagement among Chinese adolescents. The data were gathered through an online survey of 1,506 (776 males) 10th to 12th high school EFL learners. Structural equation modeling was used to analyse the mediation model. This study found that EFL...

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Tipo: artículo

Metodología: estudio empírico

Temas: CALL/ELAO

Resumen:

Although most second language learning studies involve high-educated participants, addressing low-educated participants seems important as research suggests that education background impacts second language (L2) learning efficiency. A controversial point in the L2 learning literature is the role of corrective feedback (CF). Research on CF in relation to individual differences, including education background, requires controlled experimental environments. This article presents a study in such a controlled environment: a computer assisted language learning (CALL) system with logging capabilities and automatic speech processing to provide CF on spoken grammar practice. In the experiment, 68 Dutch L2 learners were randomly assigned to either an automatic grammaticality CF condition or a NOCF (no corrective feedback) condition. We analysed...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Chatbots and other conversational agents based on speech recognition and processing technologies have been gaining ground in the field of language education. Although previous research has shown that automatic recognition of second language (L2) speech is difficult, little attention has been paid to how L2 teachers and learners interact with such technology when used as an interactional participant in classroom settings. Addressing this gap, this article provides a qualitative analysis of interactional practices of unplanned and situated pronunciation instruction as a teacher and 10- to 13-year-old young learners of L2 English complete robot-assisted language learning (RALL) activities in a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students’ writing performance, whether and how the instructional approaches relate to students’ writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale for University/College students and investigated how the three L2 writing instructional approaches (i.e. product-, process-, and genre-oriented) were associated with L2 students’ writing motivation and engagement. A sample of 1,190 students from 35 universities in China participated in the study. Results show that the product-oriented approach induced both adaptive and maladaptive motivation and engagement whereas the process-oriented approach led to student engagement in writing with limited...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

With the rise of positive psychology, increasing attention has been directed toward the role of positive emotions in fostering personal growth and well-being in second and foreign language learning. Although the PERMA and PERMA+4 frameworks offer valuable perspectives on well-being, they primarily emphasize positive constructs, leaving negative emotions and fixed mindsets largely unexplored. This gap is significant, as both positive and negative emotions, as well as growth and fixed mindsets, jointly shape learners’ psychological experiences. This study examined the effects of growth and fixed language mindsets on university students’ sense of accomplishment in English learning, with positive and negative achievement emotions and student engagement serving as sequential mediators. Using a short-term longitudinal design, large-scale...

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

This study examined the impact of collaborative pre-task strategic planning followed by rehearsal on the quantity and novelty of content used in task performances when strategic planning is performed in different language conditions in an online classroom. Forty Japanese university students of English as a foreign language (EFL) from two intact online classrooms were separated into pairs and performed second language (L2) problem-solution monologue tasks in two conditions. The first condition involved collaborative strategic planning in the second language (L2SP), which was followed by a task rehearsal; the second condition involved collaborative strategic planning in the first language (L1SP), which was followed by a task rehearsal. Task performances were analysed in terms of idea units generated and, by examining strategic planning...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation in language classrooms is often treated as an individual trait, yet periods of disruption reveal how strongly it is shaped through interaction. This study examines how learner and teacher (de)motivation was experienced and enacted during the return to offline English as a foreign language instruction following pandemic-related disruption. Using a convergent mixed-methods design, data were collected from learner and teacher questionnaires, regression analyses, Motivational Identity System-informed domain mapping, and teacher observational accounts. Findings indicate that learners maintained interest in English learning while experiencing moderate cognitive–emotional demotivational strain, suggesting vulnerability rather than pervasive demotivation. In contrast, teachers reported cumulative demotivational pressure arising...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning in a primary education school. CLIL instruction has been found to benefit the development of English L2 vocabulary, more receptive than productive. Nonetheless, little is known on content-specific vocabulary learning in CLIL and how it is supported through classroom input with young learners. We explore the impact of a 4-week CLIL programme implemented in a Catalan primary education school with a group of 16 Catalan/Spanish first language (L1) children, aged 10–11 years. Vocabulary learning was measured by means of ad hoc tests, designed on the basis of the input from the CLIL materials and targeting vocabulary depth and breadth. The results...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

With increasing attention paid to the effects of learning a foreign language (FL) on older adults in the currently ageing world, psychological individual difference (ID) variables (e.g. learning motivation) remain much under-investigated, compared with cognitive IDs. This exploratory study examined older adults’ English learning motivation in the Chinese context of English as a foreign language (EFL) by conducting a web-based survey (n = 510) and semi-structured interviews (n = 21). Results showed that (1) the selected sociobiographical variables influenced older adults’ English learning motivation to different degrees, among which education, use frequency of English and socioeconomic status (SES) emerged as very important predictors; and (2) four motivators for English learning by older adults emerged as traveling or visiting...

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