Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This qualitative study explored how pre-service English language teaching (ELT) trainees negotiated professional agency and emotional wellbeing and how these two processes interacted during practicum experiences in artificial intelligence (AI) and digitally enriched practicum. Guided by the ecological model of teacher agency (EMTA) and the job demands–resources (JD-R) framework, the study examined how technological affordances and institutional constraints shaped decision-making, identity, and affective experiences. Twelve final-year ELT trainees from a Turkish university undertook a 10-week practicum involving varying degrees of AI integration. Data were gathered through semi-structured interviews, reflective journals, and artefact analysis, and analysed thematically. Findings highlighted three forms of agency – iterational,...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje autónomo

Resumen:

Self-regulated learning (SRL) is crucial to online language learning. Previous studies have shown that learners’ self-efficacy, task value, and SRL strategies improve SRL in online language learning contexts. However, how self-efficacy and task value affect different types of online SRL strategies is understudied. This study investigated the determinants of different types of online SRL strategies in online language learning courses to determine whether task value mediated self-efficacy and online SRL strategies. A total of 425 international university students who studied online Chinese language courses were recruited to complete self-report questionnaires measuring self-efficacy, task value and four types of online SRL strategies. Structural equation modelling showed that self-efficacy had significantly direct and positive effects...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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The integration of artificial intelligence (AI) into language education is transforming pedagogical practices. This transformation is influenced by two distinct yet interconnected domains: the cognitive domain, encompassing AI literacy, and the affective domain, involving AI-induced emotions. However, the dynamic interplay between cognition and emotion in this context is a critical yet underexplored area of research. This study presents a systematic review, compliant with PRISMA guidelines, synthesizing findings from the Web of Science, Scopus, and ProQuest databases. The review delineates the specific characteristics of AI literacy and catalogues the range of emotions arising from AI use. To...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Although increasing evidence has demonstrated the benefits of mobile technology in diverse aspects of language learning, research on the use of mobiles in task-based instruction has been scarce. Particularly, there has been little research directly investigating predictors of the quality of mobile-assisted, video-making tasks. To fill the gap and contribute to the area of emerging technology-mediated, task-based language teaching, the current study examined predicting factors of the quality of digital-video-making task outcomes. Forty-eight Korean high school students completed a digital-video-making task using a mobile application called KineMaster. Students created a self-introduction storytelling video focusing on their experiences of success or failure in their life. To examine predicting factors (English writing proficiency,...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study investigates the impact of an extensive reading program on the English learning motivation of young middle-school learners of English as a foreign language, utilizing the self-determination theory framework. Eighty-one Grade 7 students participated in a semester-long extensive reading program designed to provide supportive conditions by allowing students to select reading materials that matched their proficiency levels and personal interests. Employing a mixed-methods approach, quantitative data were collected through pre- and post-motivation questionnaires measuring intrinsic motivation, external regulation, introjected regulation, and identified regulation, whereas qualitative data were obtained from student interviews and teacher focus groups. This study identified a multi-factor structure of motivation. It also revealed...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: expresión escrita

Resumen:

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La fluidez se concibe y se practica en el aula fundamentalmente como un atributo de las destrezas productivas orales, mientras la instrucción de la expresión escrita tiende a quedar dominada por preocupaciones de carácter formal. Se presentan, pues, consideraciones para fundamentar actividades que faciliten el desarrollo de la fluidez a la hora de escribir y se describen dos secuencias para ejemplificarlo.

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Myriad studies have been conducted to test the benefits of extensive reading (ER) on second language (L2) acquisition, while limited research has addressed or sought solutions to the unpopularity of ER in L2 classrooms, especially in secondary teaching contexts. With the aim of exploring both teachers’ and students’ perceptions and practice of ER, this study reports on two reading programmes carried out in Chinese secondary schools with variations in educational development, teacher training opportunities, and students’ overall competence. Data were collected from a student questionnaire survey (n = 86), two interviews with teacher participants (n = 2), and one interview with student participants (n = 9), teachers’ reflective journals, and various documents related to the reading programmes. Thematic analysis was adopted to analyse...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. To investigate whether, how and why state WTC varies over time, this study used a high-density repeated measurement design and a group of Chinese university students to describe fluctuations in state WTC in English classrooms over one semester. Data related to state WTC and selected situational antecedents were collected through a self-report questionnaire and statistically analysed. It...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Despite the increasing prevalence of multimodal approaches and multimodal composing (MC) in Chinese as a second language (CSL) instruction, whether MC can positively impact the writing performance of CSL learners remains to be further explored. This study focuses on advanced-level CSL learners and investigates the impact of MC on their writing performance through a quasi-experimental study involving three writing tasks. Learners’ attitudes and evaluations towards MC are examined via a reflection survey and a semi-structured interview, and their writing performance is evaluated using three criteria, namely language, structure, and content. The results indicated that the experimental group engaged in MC demonstrated greater syntactic complexity, structure, and content compared to the control group. However, while the experimental group...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

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Strategic use of learners’ multilingual resources in a content and language integrated learning (CLIL) classroom enables learners to employ all of their linguistic repertoires to make sense of what they learn to construct and demonstrate new content and language understanding and skills. This study examines a CLIL teacher’s cognition – what they know, believe, think, and do – on allowing multilingual practices among learners with limited foreign language proficiency. An in-depth analysis of the qualitative data collected from a Japanese/Humanities CLIL teacher working in an Australian secondary school revealed two key findings. Namely, this study identified: (1) the influence of complex...

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