Tipo: artículo

Metodología: estudio empírico

Temas: enfoques y métodos

Resumen:

Recent research shows that musical training improves children’s development of oral and aural skills. This study focuses on developing and testing a methodological framework (Music as a Medium of instruction, MMI) in English language teaching (ELT) by contrasting MMI and gamification methodologies with the participation of 22 Spanish children all born in 2008. The differences in progression between participants with and without previous instrumental training are also discussed. Generalized linear model procedures were used for each outcome variable (listening comprehension and oral production skills) to investigate the effect of independent variables (MMI vs. gamification; students with music training vs. learners without music training). Results revealed that students of the MMI group had significantly higher scores than the...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

A surge in empirical investigations in second language (L2) learning motivation in recent years has revealed a growing link between emotions in the foreign language classroom and language learner motivation. Nonetheless, there remains a distinct focus on the impact of negative emotions such as frustration and anxiety. The current year-long study investigates the links between positive emotions such as enjoyment, interest and excitement, and intrinsic motivation. The enquiry explores the influence of the Teaching Proficiency through Reading and Storytelling (TPRS) strategy on students’ motivation and emotions using a Self-Determination Theory (SDT) lens. The study analyses the extent to which a group of French language students perceive that TPRS satisfies SDT’s three basic psychological needs of autonomy, competence and relatedness....

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Research has consistently demonstrated that parental involvement plays a key role in children’s early second language (L2) development. However, little is known about how different aspects of parental involvement in children’s L2 learning are configured and how these differentiated combinations of parental involvement are associated with children’s L2 motivation and engagement. Moving beyond prior studies, which typically focused on the effects of single aspects of parental involvement, this study utilized a person-centered approach to examine the configuration patterns of various indicators of parental involvement in children’s L2 learning (i.e. parental autonomy support, psychological control, and behavioral control). Data were collected from a sample of 702 seventh graders ( Mage = 13.09, SD = 1.64; 50.14% girls) in two major...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Although research about group interactions during second or foreign language (L2 or EFL) collaborative writing has proliferated in the last few decades, little is known about the role of psychological factors, like learners’ knowledge about collaborative writing, in affecting students’ patterns of interaction and learning in collaborative writing. Informed by metacognitive theory, this study used a mixed-method approach to investigate whether and how L2 students’ knowledge about collaborative writing affected their participation (patterns of interaction) and learning (languaging opportunities) during the collaborative writing process. Two parallel classes (one with explicit collaborative writing knowledge taught; one without) were compared and multiple sources of data (interviews, reflective journals, pair talk) were analysed for...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Previous studies have recommended employing genre analysis as a supportive framework for English scientific content in the content and language integrated learning (CLIL) context. However, little is known about how CLIL teachers collaborate to co-create genre-based scaffolds and how they perceive the benefits and challenges of genre analysis for material development through interdisciplinary teacher collaborations. This study aims to fill these gaps by exploring how two physics teachers and two English teachers paired to co-create scaffolds to improve students’ comprehension of English scientific materials. This study also investigates the teachers’ perceptions of their genre-based scaffolding design experiences via interdisciplinary teacher collaborations. This study is a qualitative case study, collecting data from scaffolds in...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study investigates the effect of personal investment in the form of learner-generated content (LGC) on the lexical recall of beginning-level learners of Chinese. The study employed a 2 × 2 repeated-measures design with content at two levels – teacher-generated content or TGC, and learner-generated content or LGC – and time at two levels (immediate, delayed). Quantitative results were triangulated with qualitative thematic analyses of follow-up interviews. The study was conducted at an Australian university and aimed to identify a way of modifying current intentional vocabulary learning activities to increase learner investment in the learning process and improve retention. Participants completed two versions of a picture description activity that was commonly used to introduce and practice new vocabulary in the program. The first...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Recently, a surge of scholarly attention has been paid to the impacts of Artificial Intelligence (AI) tools on second/foreign language (L2) education. Nonetheless, there is a lack of evidence on the role of AI-assisted robots or robot-assisted language learning (RALL) in English as a foreign language (EFL) students’ psycho-emotional factors and academic behaviors. To address this gap, drawing on the technology acceptance model (TAM), the present study probed into the impact of robot-assisted L2 education on Chinese EFL students’ classroom engagement and willingness to attend classes (WTAC). Two questionnaires were filled out by a sample of 155 students at the start and end of a four-month period of intervention. The participants were randomly assigned to a control group (n = 80) and an experimental group (n = 75). Robot-assisted...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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This longitudinal research presents case studies of three English as a foreign language (EFL) student teachers showing their development regarding target language (TL) use, taking into account both the amount of TL use and the classroom situations the TL is used in. Additionally, the factors that influence their TL use are discussed. The data consist of four questionnaires, three classroom observations, and a written reflection on TL use. Results show that – similar to experienced teachers – these student teachers used the TL more in senior than in junior classes and mainly in linguistically predictable situations. On the other hand, the amount of their TL use was high, especially in senior...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: escritura académica

Resumen:

Academic writing, as a core skill in higher education, poses significant challenges in terms of language organization, logical reasoning, and creative thinking. Although educators have increasingly explored technology-assisted instruction as a solution, empirical findings on its effectiveness remain inconsistent. This meta-analysis therefore evaluates the overall effect of technology-assisted academic writing instruction and examines moderating factors by synthesizing 56 (quasi-)experimental studies from 6 databases, yielding 67 effect sizes. Findings revealed a significantly large and positive effect ( d = 1.209) of technology-assisted academic writing instruction on higher education students’ writing performance, with peak effectiveness observed in English-as-a-foreign-language contexts, genre-based approaches, low-intensity...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study assesses a range of task-based interaction (i.e. structured vs. unstructured tasks) between lower-English-proficiency middle school English as a foreign language (EFL) learners in a task-based learning (TBL) class employing conversation analytic methodology. From the video data, which allowed for an emic analysis of the students’ vocal and non-vocal actions when engaging in the different task types, it was found that in both the structured and unstructured task interactions, because the students were mainly focused on task completion, there were frequent minimal turns and sequences. A deviant case analysis revealed that the participants prioritized task completion as the focus of activities even when engaging in social talk by evoking various types of roles (e.g. students, friends). The study proposes several pedagogical...

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