Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigates how learner language proficiency and peer familiarity interact to shape English as a Foreign Language students’ engagement with peer feedback, drawing on Fredricks et al.’s tripartite model of engagement (affective, cognitive, behavioral), self-determination theory, and social interdependence theory to conceptualize engagement as a socially mediated and motivationally dynamic process. To interpret engagement variation, the study incorporates self-determination theory and social interdependence theory, conceptualizing engagement as socially mediated and motivationally dynamic. Three research questions examine how language proficiency influences engagement, peer familiarity affects engagement across feedback roles, and the two variables interact, especially for low-proficiency learners. A 2 × 2 factorial mixed-...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

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Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI and associated capabilities. This article reports selected findings from a large mixed-method study which explored uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

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This study investigates an eTandem virtual exchange program designed for Korean and English language learners to enhance their target language proficiency and intercultural understanding. The program was implemented through synchronous Zoom sessions between 31 Korean learners at a U.S. state university (U-A) and 32 learners of English as a foreign language (EFL) at a Korean science and engineering university (U-K). Program effectiveness and participant satisfaction were assessed through student questionnaires and professor interviews. Findings indicate that 89.3% of U-A participants felt the program was beneficial for improving their Korean language skills, while 77.3% of U-K participants...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Knowing how to create a positive motivational climate that motivates college students to engage in second language (L2) courses can be a big challenge for some L2 college professors. We created an intervention that used teaching strategies consistent with the MUSIC Model of Motivation to redesign lecture-based reading and listening classes within an L2 English course. The purpose of this study was to compare the effects of the intervention on students’ perceptions of the motivational climate, motivation, and effort. Students were surveyed four times throughout the semester: before and after a reading class intervention, and before and after a listening class intervention. Participants included 31 first-year graduate students in a public university in eastern China. Paired t -test results showed that in the reading class, the...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

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Using a structural equation modeling approach, this study investigates the structural relationships between second language (L2) oral proficiency and interest in learning the target language (L2 interest), in the presence of potential mediating variables (i.e. perceived importance of speaking, out-of-class contact with L2 resources). It also examines if interactive and noninteractive out-of-class L2 contact function differently in the structural model. Data were collected from 1,922 college students taking Chinese, French, Russian, and Spanish language classes in the United States. Key findings suggest that (1) L2 interest, as one measure of integrativeness and intrinsic motivation, strongly...

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Tipo: artículo

Metodología: experiencia práctica

Temas: motivación

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La situación personal del alumnado inmigrante sin duda condiciona su actitud hacia el aprendizaje del español. En Accem-Asturias contamos con más de dos décadas de experiencia en la enseñanza del Español como Lengua Extranjera (E/LE). La presente comunicación muestra actividades organizadas desde las clases de E/LE en las que los estudiantes dan a conocer aspectos de su lengua, su cultura y su lugar de origen a personas autóctonas del entorno inmediato. Se prepara en el aula una presentación con el formato, temática y contenidos que el o la aprendiz desea y la pone en común en diversas acciones organizadas ad hoc en centros culturales, educativos, asociaciones locales, etc. Las actividades, de...

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Tipo: artículo

Metodología: estudio empírico

Temas: gamificación

Resumen:

Limited vocabulary leads to decreased performance and motivation in reading comprehension among students who learn English as a foreign language (EFL). Morphological analysis provides an effective means to problem-solve the meanings of unknown words and support reading comprehension. This study designed the non-digital gamification approach based on the five game features proposed by Richard E. Mayer to support collaborative morphological analysis. It compared the effects of a non-digital gamified and conventional morphological analysis intervention on reading outcomes and intrinsic motivation. An explanatory sequential mixed-method research design was adopted. Two classes from a secondary school in China were recruited and assigned to either the experimental group receiving the non-digital gamified programme ( N = 52) or the control...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

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There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national contexts. Through an extensive survey of secondary school teachers of a FL in Spain and England we investigated teachers’ reported L1/L2 practices and the possible influence of pre-service training on these practices. We found that teachers in England reported greater use of the L1 than teachers in Spain across virtually all language functions. In both...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

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Guided by sociocultural theory, this single-case narrative inquiry views language assessment literacy development as a process of language assessment concept formation and examines how a teacher’s language assessment concepts were formed, what sociocultural elements mediated those concept formations, and how the focal teacher emotionally experienced those concept formations. To fulfill these aims, approximately 15 hours of audio and video data were collected from a novice Vietnamese teacher of English as a foreign language via interviews, classroom observations, and verbal reports. The data were transformed into narrative vignettes which were then subject to directed content analysis guided by...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This quasi-experimental study examines the impact of the production-oriented approach (POA) on the L2 Motivational Self System (L2MSS) of Chinese college students and their English achievement. Conducted over 8 weeks in four classes ( N = 108) at a public university in Shandong Province, the study compares two experimental groups exposed to POA-based instruction with two control groups following traditional teaching methods. Data were collected via a validated 40-item L2MSS questionnaire and three English achievement tests administered in Weeks 1, 4, and 8. Statistical analyses, including independent t -tests, analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA), revealed that POA significantly enhanced students’ overall second-language (L2) motivation and English achievement, with the most consistent...

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