Tipo: artículo

Metodología: experiencia práctica

Temas: juegos

Resumen:

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Este artículo presenta una experiencia práctica de tres meses de una serie de actividades diseñadas a partir de juegos para promover el uso de una lengua extranjera en el contexto del aula, con el objetivo de que sirva a otros profesores en su empeño por conseguir la participación de los alumnos en la lengua meta. Para ello, se describe el contexto en el que se desarrollan las tareas, se define cada una de estas y se exponen los resultados.

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia digital

Resumen:

Digital literacy plays a crucial role in language learning. However, the relationship between digital literacy and engagement in English as a foreign language (EFL) learning remains unclear. Furthermore, the factors that moderate this link are not well understood. This study explored the connection between digital literacy and learning engagement among EFL learners, with particular attention to the moderating role of teacher support, as framed by social support theory. A total of 1,582 secondary school students from China participated in the research, providing self-reported data on digital literacy, learning engagement, teacher support, and demographic information. Multiple regression analysis revealed that after controlling for age, gender, and socioeconomic status, digital literacy positively predicted engagement in EFL learning....

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Teacher cognition has attracted increased attention among second language (L2) researchers and practitioners, likely because of its potential consequences for classroom practices, such as teaching and assessment. Prior research has revealed links between teacher beliefs about pronunciation teaching and teachers’ own experience (e.g. amount of teacher training and teaching experience). However, no research has to date focused on how teachers’ experience and their beliefs are intertwined, possibly affecting teacher assessments of L2 speakers’ pronunciation. For this study, 77 Japanese pre-service teachers of English completed an online questionnaire examining their beliefs about the teaching of English pronunciation and eliciting details about their L2 teaching and learning experience. Additionally, pre-service teachers assessed 40...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This action research study explored the influence of questioning strategies on fostering critical thinking in English as a foreign language (EFL) classrooms among Arabic-speaking elementary students in the Arab sector in Israel. Unlike previous studies that either describe questioning patterns or provide experimental interventions, the study described here uniquely integrates action research with conversation analysis (CA), offering both a reflective teaching framework and a rigorous discourse-analytic lens. Using an action research approach combined with CA, the research examined teacher–student interactions in two sixth-grade EFL classes over a 4-month period. Data were collected from recorded classroom lessons and analyzed to identify how different types of questions shape students’ responses and promote critical thinking. The...

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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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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Transferring collaborative writing (CW) activities from in-class paper-based to online cloud-mediated collaboration, this study examined the comparative effects of these two CW contexts on English as a foreign language (EFL) learners’ macro- and micro-writing skills and motivation. For this purpose, a cohort ( N = 54) of senior EFL college students was selected (using criterion-based purposive sampling) and then randomly assigned to two groups: paper-based collaboration (PC, n = 27) and cloud-based collaboration (CC, n = 27). Using a mixed-method design, the study employed both quantitative (expository and argumentative writing tests, and a motivation questionnaire) and qualitative (group and self-evaluation forms and reflection sheets) methods for data collection and analysis. Consequently, one-way multivariate analysis of variance (...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Effective learning strategies have been proven to be advantageous to lower learners’ foreign language anxiety (FLA) and improve their language proficiency. However, many studies have devoted to students’ learning strategies but ignored the important role of teachers in reducing FLA. In addition, the effectiveness of the FLA-reducing strategies proposed by these studies has rarely been verified in natural classroom environment. The present study was conducted to explore the systematic effects of the teaching strategies on FLA after constructing a 34-item observation instrument Teaching Strategies Intervention Scale (TSIS), and investigated the changes of 306 English as a foreign language (EFL) graduate students’ English learning anxiety levels influenced by the anxiety-reducing teaching strategies in China. Results showed that the...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and...

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Tipo: artículo

Metodología: trabajo teórico

Temas: adquisición de segundas lenguas

Resumen:

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Por experiencia propia y ajena, sabemos que dominar una lengua extranjera puede llevar no pocos años y su consecución no siempre es todo lo deseable que debería. Y, sin embargo, mientras que el aprendizaje por parte de un adulto de una lengua extranjera se revela como una tarea compleja y, en ocasiones, poco fructífera, la adquisición de una lengua materna rara vez conduce a tales frustraciones y fracasos (salvo trastornos específicos del lenguaje) y se realiza en un relativamente corto espacio de tiempo (en torno a los cuatro años, se ha consolidado el inventario fonológico, se cuenta con un ya aceptable caudal léxico y se ha adquirido la morfosintaxis básica de la lengua). En este trabajo, se va...

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Tipo: artículo

Metodología: estudio empírico

Temas: materiales didácticos

Resumen:

While the importance of materials in second language (L2) learning and instruction has been widely acknowledged, research on how materials mediate classroom interactions are still relatively scarce. This, however, is crucial considering the complex interplay among teacher, students and materials in classroom interactions. The study investigates this issue from an ecological perspective, regarding students’ learning through material use as holistic, dynamic, and emergent. Multiple data were collected combining classroom discourse analysis with students’ reflection and interview data. Findings revealed that: (1) different materials catalyse different patterns of classroom interactions as well as teacher and students’ talk; and that (2) while students tended to be more expressive in texts that are personally relevant, texts with literary...

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