Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study investigates the relationship between subjective well-being (SWB) and second language (L2) writing achievement (WA), focusing on the sequential mediating roles of L2 writing enjoyment (L2WE) and L2 writing self-efficacy (L2WS). A sample of Chinese university EFL learners (n = 322) participated in a survey measuring SWB, L2WE, L2WS, and L2WA. Structural equation modeling (SEM) was employed to test the hypothesized chain mediation model. Results revealed that SWB was positively associated with both L2WE and L2WS, which in turn significantly predicted L2WA. Although the direct effect of SWB on L2WA was non-significant, the total indirect effect via L2WE and L2WS was significant. Specifically, L2WE mediated the link between SWB and L2WA, L2WS mediated the link between SWB and L2WA, and a sequential mediation pathway (SWB → L2WE...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: expresión escrita

Resumen:

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Con esta propuesta didáctica se pretende estimular el desarrollo de la destreza escrita de los alumnos de E/LE (Español como Lengua Extranjera) y favorecer procesos de aprendizaje cooperativo. Para lograr estos objetivos generales se ha diseñado una secuencia de actividades orientada a la creación en equipo de un producto final: un artículo en una wiki con la biografía de un personaje ficticio (el gato de Dalí). Dentro del marco teórico del constructivismo y del conjunto metodológico del aprendizaje cooperativo, en esta comunicación se mostrará cómo la wiki se presenta como una herramienta tecnológica particularmente adecuada para la realización de tareas cooperativas y con ventajas específicas...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Writing in a language different from one’s mother tongue is a daunting task. The same challenge may apply to languages that have diglossic features whose spoken form differs from the written form. This article investigates Arab students’ writing behaviors (fluency, pauses, and revision) in response to an argumentative composition in their L1 (first language: Arabic) and L2 (second language: English), given that understanding their complexities in writing processes would help instructors to rectify language writing-related problems. Guided by Kellogg’s model, this article attempts to investigate the cognitive processes underlying these writing behaviors as aided by a keystroke logging program (Inputlog 7.0). It also examined if writing behaviors would be correlated to the writing quality of their produced final texts. Data were...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

For second language learners, second-language anxiety is a critical barrier to effective second-language learning, particularly in productive skills such as speaking and writing. Although previous research has underscored the importance of a growth mindset in second-language acquisition, its role in shaping self-regulated anxiety control strategies across different language modalities remains underexplored, especially regarding the potential for cross-modality transfer (i.e., the reciprocal influence between speaking and writing). This study innovatively extends the Second Language Motivational Self System and the Strategic Self-Regulation Model by integrating them with the Language Mindsets Meaning System to examine how a growth mindset of speaking promotes the use of self-regulated anxiety control strategies across both speaking and...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: expresión escrita

Resumen:

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La fluidez se concibe y se practica en el aula fundamentalmente como un atributo de las destrezas productivas orales, mientras la instrucción de la expresión escrita tiende a quedar dominada por preocupaciones de carácter formal. Se presentan, pues, consideraciones para fundamentar actividades que faciliten el desarrollo de la fluidez a la hora de escribir y se describen dos secuencias para ejemplificarlo.

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Tipo: artículo

Metodología: propuesta didáctica

Temas: aprendizaje colaborativo

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En este artículo se ofrece una experiencia práctica enmarcada dentro del aprendizaje cooperativo, que crea una interdependencia positiva propicia para el aprendizaje. Para ello, después de una breve aproximación teórica al aprendizaje cooperativo, la argumentación y los actos de habla de queja, así como del género textual «carta de reclamación», se expone la propuesta de nivel B2 organizada en diferentes pasos: la selección de equipos, el análisis de cartas de reclamación, la modificación de los equipos, la asignación de roles, así como la escritura de cartas y posterior evaluación. Se trabajan distintas destrezas, además de conseguir que los alumnos interactúen como en la vida real.

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the...

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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:

In the current study, we aimed to investigate an Iranian English as a foreign language (EFL) teacher’s cognitions about second language (L2) writing and feedback. Using longitudinal data from a writing instructor (i.e. Moe) over the course of eight years, we examined data from three rounds of interviews (i.e. in 2013, 2016, and 2021), stimulated recalls (i.e. in 2016 and 2021), and textual analysis of students’ essays with Moe’s feedback on them. We also employed a sociocultural-theory-driven approach to analysing these data in order to gain an understanding of the genesis, development, and mediation in his cognitions. Our analysis showed that Moe’s cognitions about L2 writing and feedback developed in a nonlinear fashion. For instance, his feedback provision developed from comprehensive grammar correction into selective grammar...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Feedback-seeking behaviors (FSB), namely, attending to written comments (feedback monitoring) and requesting clarification or additional feedback (feedback inquiry), are central to writer agency and writing outcomes. Existing studies have yet to achieve a comprehensive understanding of the motivational underpinnings of FSB, particularly for adolescents. Prior FSB research also treated second language (L2) writers as a homogeneous group, overlooking variations in motivational configuration across different stages of writing development. Addressing these gaps, this study draws on situated expectancy-value theory (SEVT) to examine how motivation mediates a writing growth mindset’s influence on FSB and whether the associations vary across writing proficiency levels in a Chinese secondary-school context. Participants were 303 adolescent L2...

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