Tipo: artículo

Metodología: trabajo teórico

Temas: migración y acogida

Resumen:

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La diversidad en todos los planos constituye el rasgo más destacable de las aulas de español como segunda lengua que se imparten dentro del programa estatal de Protección Internacional, dirigido a solicitantes de asilo. La presente contribución propone una reflexión acerca de cuatro puntos relacionados, a saber, la existencia de diferentes conocimientos del mundo, la importancia de la dimensión intercultural, el trabajo con personas que presentan grados variables de exposición previa a realidades académicas y la disparidad de ritmos y horizontes de desarrollo.

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los profesores

Resumen:

This article aims to explore second language (L2) teachers’ attitudes to working with multilingual refugee learners in the context of a sudden shift towards an increasingly multilingual environment caused by the influx of Ukrainian refugee children in 2022 to Polish schools. The teachers have been prepared to teach predominantly monolingual classes and have not obtained any training to meet the needs of migrant and multilingual learners; thus, they had to rely on their personal resources facing this suddenly increasingly multilingual and multicultural environment. A cross-sectional survey study was designed to identify how attitudes of teachers of English and Polish as a foreign language (n = 70) developed towards teaching multilingual refugee learners and to what extent these correlated with teacher Openness to Experience,...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

One of the main reasons for studying a foreign language is communicating with others, but many students do not feel confidently enough when trying to develop their speaking skills. Among adolescents’ frequent activities are that of listening to music while paying attention to song lyrics. We hypothesize that these musical experiences could influence their speaking skills. The present study aims to consider different factors that could influence students’ speaking proficiency. Among these factors, students’ emotional understanding, their willingness to communicate in a FL and their musical experience are considered. One hundred and twenty-four students of English as a foreign language (EFL) in the fourth year of Secondary Education from three different high schools in Spain took part in the study. Oral data were collected through...

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Tipo: artículo

Metodología: estudio empírico

Temas: identidad

Resumen:

This study examines how language teacher identity shapes technology integration through the lens of the Technological Pedagogical Content Knowledge-language teacher identity framework. A mixed-methods design was employed, involving survey data from 320 university foreign-language teachers and qualitative data from interviews, observations, and journals with 30 participants. Quantitative results showed that pedagogical beliefs and self-efficacy significantly predicted Technological Pedagogical Content Knowledge levels. Qualitative findings revealed that identity conflicts, especially tensions between traditional roles and innovation demands, often constrained technology use, despite high confidence or competence. By foregrounding identity as a mediating mechanism, the study positions the Technological Pedagogical Content Knowledge-...

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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: 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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Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma

Resumen:

An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners’ uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms has been constrained to grammar, vocabulary, pronunciation, and spelling. However, as self-contained units of meaning, formulaic sequences (FSs), comprising collocations, lexical bundles, idioms, compounds, etc., have not yet been the object of FonF research. Inspired by the fact that a substantial proportion of natural discourse consists of FSs, the present study investigated the degree to which incidental focus-on-form episodes (FFEs) with formulaic vis-à-vis other linguistic foci occur,...

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