Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group (n = 41), which engaged in a SAWSES-based intervention incorporating reflective tasks, peer feedback, and process-oriented writing support, and a control group (n = 40), which received teacher-fronted, lecture-based, accuracy-focused instruction. Quantitative data from preintervention and postintervention surveys, supplemented by qualitative analysis of reflective journals, revealed significant gains in writing self-efficacy...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: paremias

Resumen:

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Esta experiencia trata de acercarnos a la palabra para mejorar las competencias comunicativas orales y escritas de los nuevos hablantes de nuestro idioma. El uso de los refranes se incluye en el ámbito del nivel popular; en él abunda la subjetividad, se economizan considerablemente los medios lingüísticos y aparecen numerosas apelaciones al oyente. Relativo a esto podemos señalar que los proverbios y refranes son expresiones de contenido moral y didáctico que se transmiten de manera oral.

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

The present study investigated the potential of writing in English as a foreign language (EFL) for language learning by manipulating cognitive task complexity based on related models and hypotheses. English essays written by 59 Chinese postgraduate EFL students from different subject areas were analysed with reference to writing complexity, accuracy, and fluency (CAF). Results showed that task complexity had no significant effect on EFL learners’ lexical complexity but had an influence on their syntactic variation in EFL writing. Findings suggest that manipulating writing task complexity could be a feasible means to promoting and enhancing EFL learners’ language learning. Such findings might broaden our understanding of the relationship between EFL writing and language learning in an EFL learning context. The interplay of EFL writing...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

The interconnectedness of reading and writing necessitates a dynamic approach to learning, particularly for English as a Foreign Language (EFL) learners. Self-regulated reading-to-write (SR-R2W) emerges as a promising approach, empowering EFL learners to consciously integrate reading and writing to address writing weaknesses and enhance writing proficiency. However, individual differences in EFL learners’ self-regulated R2W and writing strategy use remain largely unexplored. This study proposed a revised self-regulated writing (RSRW) framework by integrating SR-R2W into the existing self-regulated writing framework. Building on this framework, the study identified distinct SR-R2W and RSRW profiles and examined their associations with English reading, writing, and general performance, as well as motivational beliefs. Participants were...

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Tipo: artículo

Metodología: estudio empírico

Temas: teoría sociocultural

Resumen:

This article investigates the effect of concept-based instruction (CBI), a pedagogy based on Vygotsky’s sociocultural theory, on second language (L2) learners’ writing development. A quasi-experimental intervention lasting 16 weeks was conducted involving 88 first-year Chinese university students of English. The participants were assigned to three conditions: Full CBI (F-CBI) treatment, Partial CBI (P-CBI) treatment (i.e. CBI without peer–peer talk) and control. A definition task and two writing tasks (a narrative and an argumentative task) were used to measure students’ knowledge and understanding of genre and their writing performance, respectively. The results indicated that the F-CBI intervention generated significantly larger gains in learners’ understanding of genre as well as their overall writing performance than did the...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Despite the recognized importance of supervisors’ feedback in enhancing students’ academic development, research on novice supervisors’ perspectives, especially concerning undergraduate thesis supervision in English as a foreign language (EFL) contexts, remains scarce. In an attempt to address this gap, this qualitative case study explored the written feedback beliefs and practices of two novice supervisors in the department of English of two universities in mainland China. It examined how their beliefs were shaped and translated into practice during their supervision of EFL undergraduate students. Data were collected longitudinally over an 8-month period, including semi-structured interviews, written feedback samples, and voice messages, to capture the full thesis supervision process. Findings revealed that supervisors held varying...

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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: enseñanza/aprendizaje de lenguas

Resumen:

Inspired by Vygotsky’s sociocultural theory and Storch’s framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners’ peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university course. Each of the learners wrote and revised six one-paragraph writing assignments and exchanged peer negotiated feedback in pairs. The qualitative analysis of their recorded dialogues revealed that although the learners were nearly at the same proficiency level, they adopted a variety of patterns of interaction including collaborative, expert/novice, dominant/dominant, and dominant/passive. Collaborative and dominant/passive patterns were the most and the least frequent patterns,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation...

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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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