factores afectivos

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and...

Conceptualizing and enhancing student engagement through technology: Perspectives from foreign language teachers in Estonia

Aleksandra Ljalikova, Aigi Heero, Tiina Anspal (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: tecnología educativa

Resumen:

Student engagement is broadly defined by scholars as a multidimensional concept, making it challenging to measure and operationalize in teaching and learning contexts. This study focuses on foreign language (FL) teachers’ experiences and conceptualization of student engagement, as well as how they integrate technology based on their understanding of engagement. An interpretive phenomenological analysis (IPA) of 10 in-depth interviews reveals that teachers clearly distinguish between disengagement and passive engagement, as well as between task, classroom and academic engagement. Estonian FL teachers primarily perceive task engagement, analysed through the framework of cognitive engagement, as...

State Self-Esteem, Personal Investment, and Initial L2 Lexical Acquisition

Taghreed Qahl, Craig Lambert (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Self-esteem is critical to learning, but it is a multifaceted construct with complex effects. The present study investigates domain-specific self-esteem in memory for novel lexis and its interaction with self-reference effects. In total, 144 Saudi learners processed novel English trait adjectives in four conditions (referenced to themselves, an intimate other, a familiar other, or synonyms). They evaluated their self-esteem at the time each item was processed and later recalled the meaning of each item (item memory) and the conditions under which they processed it (source memory). Results revealed that self-esteem had a significant impact on both item and source memory and interacted...

La música en el aula de E/LE: explotación de una canción de J. Sabina

Virginia Reyes Delgado Polo (2009)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: canciones

Resumen:

El material de partida para el desarrollo de esta secuencia de actividades es una canción. Nuestra predilección por el uso de la música está relacionada con nuestra experiencia en el aprendizaje de idiomas. Creemos que la música resulta un material atractivo en sí mismo pues está asociado al ocio y, por ello, puede suscitar un interés adicional en el alumno. Además, al memorizar letras de canciones, o simplemente al escucharlas con atención, es posible asociar léxico y estructuras de una manera fácil y eficaz, a lo que se une un componente lúdico.

A practitioner study on the implementation of strategy instruction for boredom regulation

Sachiko Nakamura, Pornapit Darasawang, Hayo Reinders (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This article recounts my experience in enhancing my students’ boredom regulation by designing, implementing, and evaluating a strategy instruction project. The project was undertaken with 25 Thai university students enrolled in my English oral communication course for 15 weeks. The project began with exploring how and why my students experienced boredom in my classroom and their habitual boredom coping strategies while examining and modifying the initial design of my strategy instruction. Between weeks 8 and 12, I implemented five boredom regulation strategy sessions by using reappraisals and boredom coping as key components. Students engaged in guided practice, developed their own boredom regulation strategy toolkit, shared their ideas with peers, and reflected on their strategy use. Triangulating data from whole-class surveys, focus...

A longitudinal examination of language learners’ group-level enjoyment and emotion regulation in online collaborative learning

Zhipeng Zhang, Ting Liu, Xuesong (Andy) Gao (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study examines the evolution and regulation of group-level enjoyment of online collaborative language learning. Three Chinese undergraduate learners of English as a foreign language (EFL) collaborated to finish a series of English writing tasks via an online group enabled by WeChat, a popular social instant messaging app in Chinese-speaking communities. The data were collected in three sessions over a single semester using an idiodynamic approach for participants’ ratings of enjoyment intensity and stimulated recall interviews for participants’ descriptions of emotion regulation types. The data were analysed using deductive qualitative thematic analysis and quantitative descriptive analysis...

A data-based model of language teachers’ psychological literacy

Dávid Smid, Carlos Murillo-Miranda, Giulia Sulis (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Few teacher education courses address the psychology of language learning and teaching explicitly, despite considerable evidence showing just how important such factors can be in determining the effectiveness of language teaching and learning. In this paper, we report on a study that sought to investigate what two sets of experts believe that language teachers at secondary-level schools might find useful to know about psychology for language learning and teaching; in other words, their psychological literacy. Qualitative data were generated with international researchers in the field of psychology of language learning and teaching (n = 26) and language teachers (n = 21) in order to combine...

Actividades dramáticas como herramienta didáctica

Marta Diago Romero (2010)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: dramatización

Resumen:

El objetivo primordial de esta propuesta es mostrar los beneficios de la aplicación de técnicas dramáticas en la enseñanza de E/LE y cómo estas favorecen un agradable aprendizaje en las distintas destrezas: comprensión escrita, comprensión oral, expresión escrita y expresión oral. La autora parte de su trabajo de investigación sobre actividades dramáticas aplicadas a la enseñanza del español como lengua extranjera, realizado tras cursar Filología Hispánica, el Máster en Artes Escénicas y Patrimonio Cultural y el posgrado en Teatro y Educación.

Las canciones mueven tus inteligencias

Dayane Monica Cordeiro (2014)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: canciones

Resumen:

La canción es uno de los recursos más estimulantes y provechosos para enseñar lengua española, pues responde a los objetivos lingüísticos y comunicativos que ideamos fomentar en el aula de E/LE. Llevar las aportaciones de la teoría de las inteligencias múltiples al campo de la didáctica de la enseñanza de lenguas extranjeras ha sido el objetivo de esta experiencia práctica. La unidad didáctica Primavera Trompetera parte de la premisa de que fomentar la diversidad cognitiva propuesta en la Teoría de las Inteligencias Múltiples del psicólogo Howard Gardner, utilizando como recurso didáctico la canción Primavera Trompetera del grupo «Los Delinquentes», puede facilitar el proceso de enseñanza/...

More than meets the ear: Individual differences in trait and state willingness to communicate as predictors of language learning performance in a Chinese EFL context

Jiayi Zhang, Nadin Beckmann, Jens F. Beckmann (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Chinese students are frequently seen as passive learners because of their apparent reluctance to speak, particularly in English classrooms. However, this impression seems to reflect a stereotype which is likely to confound willingness to communicate (WTC) and communication behaviour. In this article we argue for more attention to be paid to individual differences to complement culture-related explanations of differences in WTC. Self-report data on WTC at both trait and state levels and personality characteristics were analysed in relation to L2 language learning performance in a sample of 103 university students. Individual differences in WTC L1 were found to be strongly related to extraversion; whilst individual differences in WTC L2 were associated with openness to experience, conscientiousness, and agreeableness, rather than...