Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The integration of artificial intelligence (AI) writing tools in second language (L2) academic writing presents both opportunities and challenges for medical education. This study employed a SWOT (strengths–weaknesses–opportunities–threats) analysis to examine medical students’ perspectives on using AI writing tools in their academic writing practice. Forty-two medical students from a major Iranian university participated in the study, providing weekly reflections and a final SWOT analysis over a 15-week academic writing course. Thematic analysis revealed that AI writing tools offer significant strengths in linguistic skill development, particularly in academic vocabulary enhancement, sentence improvement, and grammar and proofreading. However, weaknesses such as over-reliance on AI, lack of contextual understanding, and occasional...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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Un elemento clave para favorecer la comunicación entre nativos y estudiantes de ELE es, por un lado, el dominio del contexto comunicativo y, por el otro, la adquisición de vocabulario. La propuesta presentada trabaja estos aspectos teniendo como hilo conductor el grafiti. Así, alumnado inmigrante de nivel A2 trabaja conjuntamente con estudiantes locales en un centro de secundaria para mejorar su comprensión y expresión oral y escrita, ampliar vocabulario en diversos campos semánticos, entender el papel de la metáfora y aplicar tipología textual diversa. Esto les sirve no solo para analizar grafitis de la ciudad, sino de su barrio. Como producto final, se invita a que cada pareja haga su propio...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Although writing plays a significant role in communication, 21st century literacies and academic foreign language learning, little research has investigated approaches to and instructional practices of writing in foreign language (FL) contexts. To address this gap, the current study explores how postsecondary FL teachers conceptualize writing instruction and apply their conceptual knowledge in the classroom. Using a sociocultural theory perspective, this qualitative study focuses on genre-based writing instruction and the teaching of textual borrowing among three graduate teaching assistants in a lower-level French as a FL course. Findings, based on analysis of classroom observations, teaching materials, and interviews, demonstrate that participants’ conceptualizations and implementation of textual borrowing were emergent, variable,...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This multiple case study explores how and to what extent Chinese English-major students engage affectively, behaviorally, and cognitively with supervisory feedback on their English-as-a-foreign-language (EFL) undergraduate theses, as well as how motivation and second language (L2) proficiency may mediate their engagement. Data were collected from three students through stimulated recalls, interviews, thesis drafts with supervisors’ feedback comments, and audio recordings of supervisor–student conferences. Qualitative data analyses revealed that the three participants differed markedly in their engagement with supervisory feedback on their undergraduate theses. Driven by different motivations and mediated by their levels of English proficiency, the students took different stances and employed different cognitive strategies in their...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: literatura

Resumen:

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El microcuento es una valiosa herramienta para que los estudiantes de nivel intermedio adquieran ya las estrategias de comprensión y producción de textos necesarias en niveles superiores. Su carácter escrito y su finalidad estilística no resultan inconvenientes si desarrollamos adecuadamente las virtudes de brevedad, linealidad, precisión y capacidad de síntesis en el aula. También le proporcionará al estudiante una nueva forma de codificar no solo lo que dice, sino lo que quiere decir, de forma parecida a cómo lo haría en su lengua materna.

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Digital multimodal composing (DMC) has attracted language instructors’ and researchers’ increasing attention during recent years. Previous studies mainly investigated the students’ DMC processes and perceptions, but DMC products are underexamined, and in particular, scarce is research comparing collaborative DMC products and individual DMC products. This article reports an empirical study conducted with 185 EFL college students in an English for specific purposes (ESP) course in Vietnam, in which they completed two infographic tasks using Visme, one collaboratively and the other individually. The DMC products were graded according to a rubric assessing the aspects of content/organization, multimedia/visual effects, and language use; the accuracy of the students’ infographics was also evaluated. The results of variance (MANOVA) test...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

English as a foreign language (EFL) learners’ noticing of written corrective feedback (WCF) has a positive impact on their writing development. However, the effect of EFL learners’ noticing when receiving various sources of input, including model texts, the teacher’s written recasts, peers’ compositions, and the implementation of the sociocognitive transformative approach, on their writing performances in terms of complexity, accuracy, and fluency (CAF) has not been explored. A class of 27 English majors, all intact, participated in the study. A pretest, posttest, and delayed posttest design was employed to understand the effectiveness of the semester-long treatment conditions and learners’ noticing in various learning contexts on the three performances. The class was divided into two subgroups using different picture prompts for the...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: tecnología educativa

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Esta propuesta didáctica nace de la experiencia personal de la autora tras haber introducido el blog como herramienta de trabajo en clase de ELE. Se ejemplifica el uso del blog a partir del cuento El gigante egoísta, de Oscar Wilde.

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence-mediated informal digital learning of English (AI-IDLE) is emerging as a promising field in computer-assisted language learning (CALL). This study asserts a need to adopt a skill-specific (e.g., writing) perspective to examine the unique challenges and psychological mechanisms associated with second language (L2) writing. Drawing upon the theoretical concepts of L2 writing future selves (i.e., the ideal L2 writing self and the ought-to L2 writing self) and L2 writing enjoyment, this study seeks to investigate the motivational and affective basis of AI-IDLE writing (AI-IDLE-W). We collected questionnaire data from 412 Chinese university students and conducted postsurvey interviews with 12 of them. The quantitative findings demonstrated that both the ideal L2 writing self and the ought-to L2 writing self can...

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