Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students’ writing performance, whether and how the instructional approaches relate to students’ writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale for University/College students and investigated how the three L2 writing instructional approaches (i.e. product-, process-, and genre-oriented) were associated with L2 students’ writing motivation and engagement. A sample of 1,190 students from 35 universities in China participated in the study. Results show that the product-oriented approach induced both adaptive and maladaptive motivation and engagement whereas the process-oriented approach led to student engagement in writing with limited...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers’ views on CLIL design, implementation and results in two different contexts, Scotland (n = 127) and Spain (n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners’ perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers’ views in the two contexts. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This 8-week randomized controlled experiment tested the different effects of adaptive artificial intelligence-based feedback versus static rule-based feedback on learner engagement and the acquisition of second language writing in 216 undergraduate students of English as a foreign language. The respondents were randomly divided into a control group that used standard automated feedback and an artificial intelligence-adaptive feedback group in which the responses were customized according to individual proficiency levels and error patterns. Validated analytical rubrics (intraclass correlation coefficient = 0.89) were used to evaluate the writing quality, and the involvement was assessed through self-reports and system logs weekly. The multilevel analysis of the growth curve revealed that there were high treatment effects, in that the...

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Tipo: artículo

Metodología: estudio empírico

Temas: storytelling/narración

Resumen:

Storytelling has a long tradition in education including language learning and teaching because of its extensive benefits in language development. In second and foreign language education, stories and storytelling have been integrated into school curricula to enhance language development; however, there is scarce empirical evidence about how storytelling facilitates children’s English as a foreign language (EFL) learning and its potential as a holistic pedagogy. This article explores a living educational theory (Whitehead & McNiff, 2006) of how storytelling works as a pedagogy in storytelling workshops with an English class at a private tuition centre in Vietnam to facilitate children’s EFL learning. Key pedagogical elements identified through the living theory methodology included storytelling as: a responsive strategy;...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

While studies on student engagement with teacher feedback have proliferated, these investigations have mainly focused on undergraduate students in non-academic writing contexts with limited participants. Consequently, little is known about how second language (L2) postgraduate students engaged with their supervisors’ feedback in academic writing. To fill this important gap, we employed a mixed-methods approach to examine how L2 postgraduates engaged with supervisor feedback affectively, behaviorally, and cognitively in academic writing. In our study, we collected data from multiple sources including questionnaires, students’ first and revised writing samples, supervisors’ feedback, semi-structured interviews, and stimulated recalls. The analyses of quantitative and qualitative data showed that the participants generally engaged with...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

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Previous research on oral corrective feedback (OCF) has primarily focused on teachers’ cognitions and practices in pre-service and private-sector contexts, with limited attention to in-service teachers, particularly in state-sector settings. This study investigates Iranian in-service English as a foreign language (EFL) teachers’ cognitions and reported practices concerning OCF in state-sector schools. Drawing on Borg’s teacher cognition framework and Lyster and Ranta’s typology of feedback types, the study focuses on five key aspects of OCF: source, provider, linguistic target, timing, and feedback type. An explanatory sequential mixed-methods design was employed: 204 teachers completed a...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Adopting a quasi-experimental design, this study investigated the effects of motivational interventions on second language (L2) willingness to communicate (WTC), self-confidence, and anxiety over a period of 27 weeks. A total of 391 Chinese junior secondary students were assigned to four instructional conditions: Instruction incorporating no motivational strategies (control condition), instruction supported by experience-related motivational strategies (Intervention 1), instruction utilizing vision-related motivational strategies (Intervention 2), and instruction drawing on experience-related and vision-related motivational strategies (Intervention 3). The effects of the interventions were assessed through measures administered at three timepoints to track changes in participants’ WTC, self-confidence, and anxiety. A combination of...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This qualitative study explored how pre-service English language teaching (ELT) trainees negotiated professional agency and emotional wellbeing and how these two processes interacted during practicum experiences in artificial intelligence (AI) and digitally enriched practicum. Guided by the ecological model of teacher agency (EMTA) and the job demands–resources (JD-R) framework, the study examined how technological affordances and institutional constraints shaped decision-making, identity, and affective experiences. Twelve final-year ELT trainees from a Turkish university undertook a 10-week practicum involving varying degrees of AI integration. Data were gathered through semi-structured interviews, reflective journals, and artefact analysis, and analysed thematically. Findings highlighted three forms of agency – iterational,...

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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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