Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Foreign language enjoyment (FLE) is one of the crucial positive emotions shown by language learners. Those experiencing FLE are usually intrinsically motivated and highly engaged. However, research on foreign language learners’ FLE has not been extensively conducted in a mobile learning setting. Less is known on how and to what extent learning activities are related to FLE. To address this gap, this study designed a mobile-assisted language learning task and investigated novice Chinese as a foreign language (CFL) learners’ FLE level at different stages of the task. Based on two rounds of questionnaire survey and an email reflection, the respondents revealed a surprisingly high FLE level in three...

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

As a well-recognized pedagogical approach, telecollaboration has gained worldwide popularity in language education, especially in North American and European countries. Although studies on telecollaboration have shown the great potential of this approach for developing students’ multiple and transversal abilities, evidence of communication failure and other challenges involved in telecollaboration projects with partners from Global South contexts remains underexplored. This study aims to fill this gap by exploring the multiple affordances of a Chinese–Brazilian telecollaboration and how they are perceived by English-as-a-foreign-language (EFL) learners in a Chinese university who participated in an 8-week project with their Brazilian counterparts. Drawing on reflections, interaction logs, and teacher–student communication, this study...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one – anxiety or achievement – influences the other. The present study, based on a cross-lagged panel analysis, examined the causal relationships between language anxiety and L2 achievement, each of which was measured at three times points across 17 weeks. The results supported the directional relationship from L2 achievement at Time 2 to language anxiety at Time 3 while the opposite directional relationship from language anxiety at Time 2 to L2 achievement at Time 3 was not supported. Thus, our results suggest...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Foreign language teaching enjoyment (FLTE) has recently been introduced as a broad positive emotion experienced by foreign language (FL) teachers, despite obstacles embedded in FL teaching. However, identifying its psychological outcomes – and the cultural specificity of these outcomes – has received scant research attention across different contexts. The present cross-cultural study aims to investigate whether teachers’ FLTE can predict and influence engagement and well-being in the English as a foreign language (EFL) context of Iran and China. A series of structural equation models (SEMs) indicated that EFL teachers’ FLTE affected their work engagement and well-being in both Iranian and Chinese samples, with structural invariance tests confirming the group-level differences between Iranian and Chinese EFL teachers in the light of...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Oral fluency is critical to oral proficiency, as it reflects both linguistic competence and communicative confidence, which are essential for effective interaction and successful language use. However, its characteristics across different educational stages remain underexplored. Drawing on the Spoken Corpus of Chinese Learners of English and guided by Kormos’ ( 2014 ) Bilingual Speech Production Model, this cross-sectional study investigated oral fluency characteristics of Chinese English-as-a-foreign-language learners ( N = 152) at three educational stages: Grade 7 (n = 52), Grade 10 (n = 52), and first-year English majors (n = 48). Speech samples were annotated using Praat software (Version 6.1.48) and analyzed with analysis of covariance and Bonferroni-adjusted pairwise comparisons in SPSS (Version 26). Semi-structured interviews (...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: inteligencias múltiples

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El proceso de adquisición del español como LM de los estudiantes sinohablantes se ve dificultado por el elevado índice de variables conflictivas de índole lingüística y cultural que entran en juego. La importancia que estas variables tienen en el desarrollo de su proceso de enseñanza-aprendizaje convierte a los alumnos chinos en un grupo diferencial dentro del conjunto de aprendientes de E/LE. Con una lengua materna tipológicamente distante del español y educados en un sistema educativo organizado a partir del estructuralismo y del método de gramática-traducción, estos alumnos presentan unas necesidades específicas de aprendizaje que los docentes deberán tener en cuenta si desean ayudarles a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE (n = 64: English-major learners) and semi-structured interviews with...

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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...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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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...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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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...

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