Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

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Argumentative writing has long been recognized as challenging for English second language (L2) writers yet central to their academic success in educational settings. This article investigates the effectiveness of a writing instructional enrichment program informed by diagnoses from dynamic assessment (DA) in promoting L2 learners’ argumentative writing abilities. Grounded in Vygotskian Sociocultural Theory, DA introduces mediation into the assessment procedure, so that learner emerging abilities are diagnosed through observing their responsiveness to mediation when difficulties arise. In this study, prior to and following the instructional programs, a three-step, interactionist DA procedure was...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

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This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large US university. The analysis reveals how a teacher coordinates resources such as language, prosody, gaze, gesture, body movements, and objects during and immediately following TTRs to mitigate negative evaluation, direct student attention to trouble sources, and intimate answers. The findings show that...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

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This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers’ pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their teaching beliefs, particularly about oral corrective feedback (i.e. teachers’ responses to students’ language errors). The teachers’ responses were subjected to an exploratory factor analysis which revealed several dimensions underlying their beliefs. To examine how these beliefs affect classroom performance, 10 of the teachers were first asked to indicate how they would correct language errors illustrated in hypothetical (videotaped) classroom scenarios and were then observed teaching an authentic...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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Grounded in Seligman and Csikszentmihalyi’s Three Pillars Theory, this study investigated the influence of foreign language enjoyment, growth language mindset, and classroom environment on the willingness to communicate in the context of learning Chinese as a second language (CSL). Despite the rapid global growth of Chinese learning communities in recent decades, the effect of these positive individual and contextual factors within CSL settings remains largely underexplored. To bridge this gap, the study conducted path analysis on data collected from 207 linguistically and culturally diverse CSL learners in China. The results showed that foreign language enjoyment not only directly enhanced students’ willingness to communicate in Chinese, but also exerted an indirect effect through the chain mediating process of growth language...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Studies in second language teacher cognition (SLTC) of pronunciation teachers have increased in the last 10 years, due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language (L2) pronunciation in learners. Although recent research has indicated that nonnative-speaking teachers (NNSTs) can be as effective as native-speaking teachers (NSTs) in pronunciation instruction, and that their training needs resemble those of NSTs, the way NNSTs implement L2 pronunciation instruction has not been studied extensively. This is important to understand given the number of NNSTs of English worldwide at present, and because of the potential benefits of nonnative-speaking pronunciation teaching models in general. In this study, I analysed the way an experienced NNST implemented...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Addressing the pervasive issue of low engagement in Chinese junior high school English classrooms, this study evaluates the efficacy of gamified cooperative teaching (GCT) using a mixed-methods design. By integrating surveys, pre- and postintervention vocabulary tests, systematic classroom observations, and semi-structured interviews, the research examines the behavioral and cognitive shifts of a cohort of seventh-grade English-as-a-foreign-language (EFL) learners. Findings indicate that the implementation of GCT was associated with a notable increase in active classroom participation and improved vocabulary retention compared with traditional instructional methods. Qualitative data from interviews and observations further suggest that the gamified collaborative framework effectively fostered student motivation and enhanced classroom...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

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This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

The rapid development of artificial intelligence (AI) technology and the resulting array of ever-powerful consumer-facing generative AI (GenAI) applications have simultaneously wowed, stunned, scared and energized language teachers and researchers over the past few years. Understandably so, since these new technologies challenge foundational assumptions in our field: When writing can be largely automated, beautiful multimodal content generated from a few prompts, and when we can appear in videos speaking fluently in a language that we do not know, what becomes of the role of language teachers/teaching? This article engages these questions by critically examining four core areas of second language (L2) education: the language curriculum, the relationship between technology and language learning, the language learner and the ideological...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Directed motivational currents (DMCs) are portrayed as highly intense and prolonged periods of motivation oriented to a much-desired goal of personal significance. While we have seen a recent growth in studies examining aspects of DMCs, evidence on the negative side-effects of DMCs remains inadequate to date. In response to repeated calls for research into this area, we conducted a qualitative study to scrutinize the negative side-effects of DMCs as experienced by 5 trainee teachers of English as a foreign language (EFL) in Turkey. The database comprised in-depth, semi-structured interviews carried out twice per participant. Interview transcripts were analysed in line with the principles of interpretative phenomenological analysis (IPA). The findings suggest that the negative side-effects of DMCs manifest themselves as showing signs...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

While extensive research supported the facilitative role of motivation in general self-regulated learning (SRL) strategy use, its connection to writing-specific SRL strategy use remains underexplored. Furthermore, the exploration of the interplay between motivation and SRL strategy use in second or foreign (L2) writing was absent within the motivational-self system. Even less is known about the mechanism between motivational factors and SRL strategy use in L2 writing. This study aims to fill the gap by testing the mediating role of positive emotions (enjoyment, pride, and hope) between future L2 writing selves (ideal L2 self and ought-to L2 self) and SRL strategy use in the Chinese English as a foreign language (EFL) writing context with a mixed method design incorporating both quantitative and qualitative methods. Three hundred and...

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