Tipo: artículo

Metodología: estudio empírico

Temas: motivación

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This study investigates how speaking demotivation is experienced and interpreted by Iranian English as a Foreign Language learners and teachers through the lens of Self-Determination Theory (SDT), with particular attention to autonomy, competence, and relatedness. Thirty participants (15 learners and 15 teachers) from two private language institutes in Iran took part in semi-structured interviews. Data were analysed using theory-informed thematic analysis. The findings indicate that speaking demotivation emerges as a contextually mediated process shaped by the interaction between learners’ psychological experiences and instructional conditions. Learners primarily emphasised affective and...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students’ perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from 103 seventh to ninth grade classrooms (n = 3,643) using self-report questionnaires. Doubly latent multilevel structural equation modeling showed that perceived peer enjoyment, anxiety and boredom, and students’ corresponding emotions for language learning, were positively related and that the effects of perceived peer enjoyment, anxiety and boredom on corresponding student emotions were mediated by control and value appraisals at the individual level. At the class level, however, the mediation...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

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Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP) course at an Australian university. This data is then used to investigate the reasons for a sample of those pauses, using the researchers’ interpretations, followed by student explanations in stimulated recall interviews (SRIs). The main findings provide confirmation that the location and the reasons...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: paisaje lingüístico

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Este estudio analiza el uso del paisaje lingüístico (PL) como herramienta didáctica para la enseñanza del español como lengua extranjera (ELE). Su objetivo es ofrecer a los estudiantes un entorno de aprendizaje auténtico, similar al de quienes viven en un país hispanohablante. A través de carteles, señales y anuncios urbanos de Granada, se busca desarrollar tanto competencias lingüísticas como una comprensión cultural más profunda. Este enfoque favorece la inmersión cultural, aumentando la motivación de los estudiantes, especialmente en temas complejos. Además, permite interactuar con variaciones del lenguaje que se memorizan más fácilmente en contextos reales. El PL muestra cómo el idioma se...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

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This study examined the efficacy of integrating Technology, Entertainment, and Design Talks (TED Talks) into a tertiary-level general English course in Korea, focusing on task-supported lexical development, learner perceptions, and psychological empowerment. An explanatory sequential mixed-methods design was implemented with 20 undergraduates in a 15-week English course, of whom 17 completed all vocabulary assessments. Data collection included pre- and post-administrations of the vocabulary size test, a perception survey, and semi-structured interviews. Quantitative data were analyzed via paired-samples t -tests and non-parametric tests for survey dimensions, and qualitative data through reflexive thematic analysis, with integration achieved through a side-by-side comparison strategy. Results revealed a statistically significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Although boredom can be regarded as a ubiquitous emotion in most educational settings, including foreign and second language classrooms, and this condition can have a detrimental effect on the process of learning, it has to a large extent escaped the attention of second language acquisition researchers dealing with individual learner differences. The study reported in this article sought to fill this gap by investigating the trajectories of boredom exhibited in a practical English class by 11 Polish university students majoring in English. The data were collected by means of a background questionnaire, the Boredom in Practical English Language Classes Questionnaire (BPELC), and an in-class boredom questionnaire, including a self-report boredom grid, an open-ended query and an evaluation of the class based on a semantic differential...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Directed motivational currents (DMCs) are portrayed as highly intense and prolonged periods of motivation oriented to a much-desired goal of personal significance. While we have seen a recent growth in studies examining aspects of DMCs, evidence on the negative side-effects of DMCs remains inadequate to date. In response to repeated calls for research into this area, we conducted a qualitative study to scrutinize the negative side-effects of DMCs as experienced by 5 trainee teachers of English as a foreign language (EFL) in Turkey. The database comprised in-depth, semi-structured interviews carried out twice per participant. Interview transcripts were analysed in line with the principles of interpretative phenomenological analysis (IPA). The findings suggest that the negative side-effects of DMCs manifest themselves as showing signs...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students’ writing performance, whether and how the instructional approaches relate to students’ writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale for University/College students and investigated how the three L2 writing instructional approaches (i.e. product-, process-, and genre-oriented) were associated with L2 students’ writing motivation and engagement. A sample of 1,190 students from 35 universities in China participated in the study. Results show that the product-oriented approach induced both adaptive and maladaptive motivation and engagement whereas the process-oriented approach led to student engagement in writing with limited...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Student engagement has long been recognized as a vital predictor of academic success, but how it associates with control-value appraisals and academic emotions of Chinese undergraduates of English as a foreign language (EFL) is underexplored. This article hence invoked the control-value theory and investigated the general profile of Chinese undergraduates’ control-value appraisals, academic emotions and student engagement in English learning, and the interrelationships between the three constructs. Descriptive statistics of the questionnaire data revealed that the 323 undergraduate participants generally showed a moderate level of control-value appraisals and engagement in English learning; furthermore, they experienced a variety of academic emotions, with positive emotions as more frequently experienced than negative ones....

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Tipo: artículo

Metodología: trabajo teórico

Temas: literatura

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Con la pregunta del título de la experiencia, ¿los alumnos de E/LE se aburren con la poesía?, quiero reflexionar sobre qué motiva o no motiva realmente a nuestros alumnos cuando llevamos un texto a clase para trabajar con ellos. Veremos cómo para mí la actitud del profesor y las actividades que se generen a partir de ese texto serán fundamentales para conseguir el éxito y la atención de los alumnos.

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