Tipo: artículo

Metodología: propuesta didáctica

Temas: materiales audiovisuales

Resumen:

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El enfoque comunicativo se ha consolidado como metodología de enseñanza de lenguas extranjeras y ya ningún docente duda de la necesidad de potenciar las habilidades comunicativas del alumno en el proceso de adquisición de una segunda lengua. Es por ello que durante el desarrollo de mi carrera profesional me he visto en la necesidad de integrar en el aula nuevos materiales que motiven al alumno, a la vez que le permitan desarrollar las diversas destrezas de las que se compone su proceso de aprendizaje.

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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: estudio empírico

Temas: factores afectivos

Resumen:

Emotions are crucial predictors for students’ performance and achievement during second language learning, so it is necessary to acquire knowledge about their antecedents. Based on the control-value theory and self-determination theory, this study investigates how teacher provided autonomy support and structure influence students’ emotions through the mediation of self-efficacy. A total of 754 college students in their first or second year from a Chinese university completed the validated questionnaires measuring perceived autonomy support and structure in English class, self-efficacy and academic emotions (enjoyment, pride, anxiety and boredom). Hypothesized relations among the constructs were analysed using structural equation modeling. Results indicate that autonomy support has direct effects on anxiety and boredom, while structure...

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Tipo: artículo

Metodología: trabajo teórico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Despite growing calls to humanize materials for English language teaching (ELT), the emotional dimension of materials design remains largely overlooked, limiting their potential to foster affective engagement and support emotionally rich learning experiences that contribute to learners’ holistic development. This article proposes an emotional design framework for ELT materials, which draws on Norman’s Emotional Design Theory and empirical findings of emotional design in multimedia learning, and is informed by research in ELT materials, language education and applied linguistics. The framework outlines three levels of emotional design: visceral, behavioral, and reflective, to guide the development of ELT materials that stimulate the senses, promote meaningful and interactive language learning, and encourage personal reflection. To...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: herramientas

Resumen:

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Este artículo propone utilizar, reutilizar y explotar al máximo las aplicaciones para tabletas o dispositivos móviles facilitando, incentivando y motivando no solo el trabajo del alumno sino también el del profesor. Se pretende ofrecer un banco de dinámicas con el objetivo de consolidar y revisar los contenidos comunicativos y lingüísticos estudiados en la clase de español como lengua extranjera (E/LE) desarrollando todas las competencias de la lengua, como la comprensión y expresión oral, la comprensión y expresión escrita, la interacción y la pronunciación en un entorno real y familiar, de forma lúdica y motivadora. Este banco de dinámicas está dirigido a todos los niveles del Marco Común Europeo...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: cómic/historieta

Resumen:

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En esta ocasión, nos hemos decantado por trabajar con el cómic. Los elementos que configuran este material favorecen sobre todo la motivación del alumno, puesto que no le son ajenos, existen en su cultura.

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Learners’ anxiety has drawn widespread attention in the field of second language / foreign language (L2/FL) teaching and learning (e.g. classroom anxiety, communication (with foreigners) anxiety, and anxiety associated with the four macro-skills, namely listening, reading, speaking, and writing). However, this topic is under-explored in L2/FL public speaking (e.g. oral presentations in academic studies), in which anxiety is especially prominent. This study investigated the relationships between EFL (English as a foreign language) learners’ anxiety in public speaking, self-perceived pronunciation competence, and actual speaking proficiency. 176 tertiary-level EFL students in Hong Kong participated in this mixed-methods study using questionnaires and interviews. Overall, different aspects of self-perceived pronunciation were negatively...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

The recent introduction of positive psychology (PP) to second language acquisition (SLA) has led to increased interest in researching the relationship between language learning and various positive emotions. Despite this, the concept of learner altruistic teaching has been relatively understudied, compared to other PP aspects. In particular, studies on learner altruistic teaching and English reading comprehension skill have been notably absent. To address this gap, this intervention study aimed to investigate whether learners’ altruistic teaching had a significant effect on their English reading comprehension skill. The study used a mixed-methods sequential explanatory design with a comparison group pretest–posttest experimental design. It involved 116 Iranian learners of English as a foreign language (EFL). The study included three...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This qualitative study explores learners’ perceptions of the sources of language anxiety in Chinese as a second language (L2) learning in online environments, and how they cope with it. Nine participants, all of whom experienced high levels of L2 anxiety, were selected from a group enrolled in synchronous online Chinese classes during the Covid-19 pandemic. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings reveal that learning languages online presents a unique anxiety-provoking situation, resulting in several distinctive sources of L2 anxiety, such as a lack of self-discipline, difficulty adjusting to the transition, fear of online exposure, unnatural online environment for interaction, etc. In response, learners employed a variety of strategies, such as snacking, reviewing...

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