Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The crucial role of emotion regulation in learning has been well established, but its potential impact on the English as a foreign language (EFL) learning process remains uncertain. Examining the relationship between emotion regulation strategies and EFL learning engagement, as well as antecedent variables, has significant theoretical and practical value. This study aims to explored the potential mediating effects of emotion regulation strategies (cognitive reappraisal and emotion suppression) on the associations between perceived EFL teacher social support, peer social support and EFL learning engagement among Chinese adolescents. The data were gathered through an online survey of 1,506 (776 males) 10th to 12th high school EFL learners. Structural equation modeling was used to analyse the mediation model. This study found that EFL...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

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This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based analysis of multiple questionnaire responses revealed increased motivation among the participants. Three learners were selected to represent each clustering group based on the unique characteristics of their motivational trajectories over the year, which reflect the mediating impacts of their...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

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Previous research on oral corrective feedback (OCF) has primarily focused on teachers’ cognitions and practices in pre-service and private-sector contexts, with limited attention to in-service teachers, particularly in state-sector settings. This study investigates Iranian in-service English as a foreign language (EFL) teachers’ cognitions and reported practices concerning OCF in state-sector schools. Drawing on Borg’s teacher cognition framework and Lyster and Ranta’s typology of feedback types, the study focuses on five key aspects of OCF: source, provider, linguistic target, timing, and feedback type. An explanatory sequential mixed-methods design was employed: 204 teachers completed a...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ second language writing boredom (L2WB) and boredom coping strategies, along with the mediating role of second language writing motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated with L2WM in writing classes. Results also revealed a negative relationship between L2WB and cognitive as well as behavioral approaches to coping with boredom in second language (L2) writing practices. In addition, L2WM was positively predictive of cognitive approach strategy while being negatively predictive of cognitive avoidance strategy in coping with boredom. Results also showed significant indirect effects of L2WB on both cognitive-oriented strategies (i.e....

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Although previous studies have examined the effects of context on students’ emotional responses to second language (L2) feedback, very few have explored how teachers can proactively intervene in these emotions through different feedback types. This quantitative study examines English as a foreign language (EFL) learners’ emotional responses to direct and indirect written corrective feedback (WCF) in L2 writing, and whether the feedback context influences the link between these emotional responses and the subsequent revision behavior. The results indicated that direct WCF made students more contented and less anxious than indirect WCF. Under the direct WCF condition, emotions seemed to exert a marginal influence on students’ revision rates, whereas under the indirect WCF condition, contentment led to higher revision rates. This...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: paisaje lingüístico

Resumen:

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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

Resumen:

The present study employed a mixed methods quasi-experimental design to investigate the effectiveness of applying motivational strategies and mental imagery (i.e. visionary techniques) to facilitate second language (L2) vocabulary learning. Four treatment sessions were integrated into a six-week language course offered to 150 intermediate students in nine classes of English as a foreign language (EFL), which were divided into three groups: motivational group, visionary group and control group. The target language items involved 56 formulaic sequences, and the outcome was assessed by a multiple-choice vocabulary test. The quantitative results were accompanied by qualitative data, aimed at gaining a deeper understanding of the test results. The findings revealed that both motivational strategies and visionary techniques proved effective...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present multiple case study is situated within the growing wave of research on the role of emotions in second language learning. It focuses more specifically on the relationship between emotion, motivation, willingness to communicate and the second language context. The participants were two adult learners of English as a second or other language (ESOL) in the United Kingdom: Aurora and Emilie (pseudonyms). Semi-structured interviews with the learners and their tutors, conducted face to face, were complemented with lesson observations over an academic term to achieve an in-depth understanding of the relationship between emotion, motivation, willingness to communicate and the learning context. Enjoyment and anxiety were the most salient emotions that emerged; however, the sources of these emotions were slightly different for the...

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