Tipo: artículo

Metodología: trabajo teórico

Temas: formación de profesores

Resumen:

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Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present study investigated the roles of three individual difference factors, namely, growth teaching mindset, teaching grit, and emotion regulation in EFL teachers’ burnout. The data were collected from 218 EFL teachers through convenience sampling. The results of regression analysis and relative weight analysis indicated that growth teaching mindset and teaching grit negatively predicted burnout. In addition, while reappraisal emotion regulation...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: prosodia

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Es un lugar común entre los especialistas en la didáctica de la enseñanza de lenguas extranjeras que el componente entonativo de una lengua es uno de los aspectos más interiorizado de sus hablantes, por cuanto su comprensión y aprendizaje por parte de alumnos no nativos representa un problema y suele generar interferencias de sobra conocidas; un caso paradigmático es la tendencia de los aprendices a equiparar los patrones melódicos de su lengua materna con los de lengua meta, provocando en muchos casos malentendidos, unas veces «curiosos», pero otras ciertamente peligrosos para la recta comprensión del que habla por el que escucha, especialmente si este último es un interlocutor nativo. La...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Using multimodal conversation analysis, this study examines how assessments function as interactional resources for managing second language (L2) discussion topics in conversation for learning (CFL) contexts. Drawing on nine hours of video-recorded discussions, we analyse how students initiate and expand topics through assessments directed at either the primary speaker or third parties. Our guiding research question is: How do first-position assessments in CFL discussions shape participation, topic progression, and the management of interactional contingencies? The analysis reveals that assessments directed at the primary speaker, whether positive or negative, prompt elaboration or justification, leading to extended participation. In contrast, assessments of third parties produce different interactional outcomes: positive assessments...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

Resumen:

Drama serves as an innovative teaching method, particularly within education. It offers a mode of learning that both challenges and supports students in understanding their world, allowing them to express and convey ideas through an artistic medium. Drama is crucial in the teaching of languages and also helps to develop learners’ intercultural communication skills, stimulates learners’ sense of cooperation, and provides a simulated real social environment, authentic communication tasks, and a holistic learning method. Therefore, the present article aims to examine how drama contributes to the teaching of the Chinese language. The reason behind conducting the current study is to explore the specific benefits of drama in language teaching, particularly within the unique Chinese context. Data was gathered using a questionnaire survey...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Previous studies demonstrated that the continuation task has great language learning potential and that various task-related factors may affect the extent to which the potential can be exploited (e.g. Wang & Wang, 2015). This study investigates the effect of one understudied factor, the linguistic complexity of the input text, on English as a foreign language (EFL) learners’ alignment, writing fluency, and writing accuracy in the continuation task. Two comparable groups of Chinese undergraduate EFL learners read and continued a simplified and unsimplified version of the same incomplete story whose linguistic complexity matched and exceeded their production ability, respectively. Compared to the unsimplified version, the simplified version resulted in more automatic alignment and greater improvement in writing fluency and accuracy...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Emotions are crucial predictors for students’ performance and achievement during second language learning, so it is necessary to acquire knowledge about their antecedents. Based on the control-value theory and self-determination theory, this study investigates how teacher provided autonomy support and structure influence students’ emotions through the mediation of self-efficacy. A total of 754 college students in their first or second year from a Chinese university completed the validated questionnaires measuring perceived autonomy support and structure in English class, self-efficacy and academic emotions (enjoyment, pride, anxiety and boredom). Hypothesized relations among the constructs were analysed using structural equation modeling. Results indicate that autonomy support has direct effects on anxiety and boredom, while structure...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The rapid integration of artificial intelligence (AI) into language education has transformed how learners manage and direct their learning processes. Despite the growing adoption of AI-assisted tools, empirical understanding of their psychological and behavioral impacts remains incomplete. This study investigated how engagement in AI-assisted language learning environments shapes learners’ self-regulation, autonomy, and self-directed learning behaviors. Drawing on self-determination theory and Zimmerman’s model of self-regulated learning, the research employed a quantitative design with data collected from 736 Chinese university students using validated questionnaires measuring AI engagement, self-regulation, self-directed learning, and learner autonomy. Structural equation modeling (SEM) and correlational analyses were conducted...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students’ use of reading strategies and/or overall reading comprehension. Using a quasi-experimental nonequivalent control group design, 207 adult Chinese ELLs from four classes were assigned to intervention or control groups. The intervention group utilized the ITSS to support their English reading instruction, whereas the control group was exposed to only traditional instruction. Our results indicate that the ITSS intervention had a statistically significant positive effect on adult Chinese ELLs’ reading comprehension ( β...

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