Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

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Using a structural equation modeling approach, this study investigates the structural relationships between second language (L2) oral proficiency and interest in learning the target language (L2 interest), in the presence of potential mediating variables (i.e. perceived importance of speaking, out-of-class contact with L2 resources). It also examines if interactive and noninteractive out-of-class L2 contact function differently in the structural model. Data were collected from 1,922 college students taking Chinese, French, Russian, and Spanish language classes in the United States. Key findings suggest that (1) L2 interest, as one measure of integrativeness and intrinsic motivation, strongly...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

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This study pioneers the use of the idiodynamic approach to investigate the dynamic interplay between motivation and anxiety in Chinese learners of English as a foreign language (EFL) during listening tasks. Despite the acknowledged importance of understanding moment-to-moment fluctuations in language learning motivations and emotions, research has yet to explore these dynamics within listening comprehension contexts using this approach. To address this gap, the authors enlisted five Chinese EFL learners to examine how motivation and anxiety fluctuate and interact during two distinct listening activities: a multiple-choice English listening test and a listening practice task. Utilizing the Anion...

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Tipo: artículo

Metodología: estudio empírico

Temas: literatura

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This research analyzes the impact of a pedagogical approach that integrates argumentation and emotional intelligence into the teaching of French literature in university-level French as a Foreign Language courses. The objective is to examine how this method may contribute to reducing conflictual behaviors and fostering micro-processes of peace in Colombia. The literature classroom thus serves as a testing ground within a university environment characterized by the presence of politically engaged student groups that occasionally express strong opposition to institutional decisions. Two pedagogical models were compared: a traditional approach focused on textual analysis and a new method centered on argumentation and emotional intelligence. The study uses a mixed-methods design combining academic assessments, Diploma in French Language...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

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This study investigates the impact of an extensive reading program on the English learning motivation of young middle-school learners of English as a foreign language, utilizing the self-determination theory framework. Eighty-one Grade 7 students participated in a semester-long extensive reading program designed to provide supportive conditions by allowing students to select reading materials that matched their proficiency levels and personal interests. Employing a mixed-methods approach, quantitative data were collected through pre- and post-motivation questionnaires measuring intrinsic motivation, external regulation, introjected regulation, and identified regulation, whereas qualitative data were obtained from student interviews and teacher focus groups. This study identified a multi-factor structure of motivation. It also revealed...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: dramatización

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La siguiente propuesta tiene como objetivo dar cuenta de los beneficios de la aplicación de técnicas dramáticas en la enseñanza de Español como Lengua Extranjera y aportar una muestra de qué tipo de actividades dramáticas se pueden realizar para trabajar la comprensión y expresión oral.

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

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This study investigates the engagement of young people in foreign language learning. Specifically, engagement is defined as a metaconstruct consisting of the following components: cognitive, emotional, and social. An attempt was made to quantify these individual engagement components within task-based and communicative-oriented lessons. We employed electrocardiographic and accelerometric measurements to monitor learners’ physiological responses to engagement during regular German classes. The second part of the project was a questionnaire-based study measuring the subjective opinions of learners about their engagement. The results of the research support the adoption of a task-based approach. We observed the highest level of engagement during productive tasks, which can serve as a rationale for teachers to increase the number of...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Learners of English for academic purposes (EAP) encounter various academic and social challenges in their learning pursuits. To explore collaborative ways of energizing their learning behaviour, an intervention was designed and implemented through the participation of 18 EAP learners and their teacher in a Canadian college classroom for one semester. Adopting a participatory action research framework, the group formed a community in which power was gradually shared and collaborative changes were made to lesson design and delivery. Moreover, the learners participated in the design and implementation of social activities in which they interacted with other members of the public and investigated their mini-research projects. Data were collected through recurrent experience sampling surveys (n = 449), semi-structured interviews, and the...

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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: trabajo teórico

Temas: aprendizaje informal

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El aprendizaje y adquisición de una lengua extranjera es una de las disciplinas que más dificultades plantea dentro del campo del aprendizaje general. No en vano, tenemos pocas certezas sobre cuáles son los procesos cognitivos que subyacen cuando procesamos, producimos y adquirimos una lengua extranjera. En este sentido, consideramos que un aprendizaje ubicuo multifocal (en línea y presencial, formal e informal) y multilineal (personal y colectivo; individual y contextual) deriva en un aprendizaje holístico centrado en una visión del aprendizaje a lo largo de la vida. Así, este debe ser nuestro objetivo como docentes de lenguas extranjeras: procurar un aprendizaje significativo que alcance la...

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