Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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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...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: canciones

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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.

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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

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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

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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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Tipo: artículo

Metodología: propuesta didáctica

Temas: dramatización

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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.

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole....

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study was designed to explore patterns of student perceptions of second language (L2) classroom environments and the relationships between such perceptions and L2 willingness to communicate (WTC). A sample of 845 first-year undergraduate students of English as a foreign language (EFL) participated in the study and reported their perceptions of the L2 classroom environment and their WTC. Using cluster analysis, this study aggregated students’ perceptions of the classroom environment into four clusters: High support, Rapport, Input, and Low support classes. These four clusters of classes differed significantly in the student perceived support of interpersonal relationships and instructional input. A one-way ANOVA further showed that L2 WTC was positively related to student perceptions of interpersonal relationships and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

A surge in empirical investigations in second language (L2) learning motivation in recent years has revealed a growing link between emotions in the foreign language classroom and language learner motivation. Nonetheless, there remains a distinct focus on the impact of negative emotions such as frustration and anxiety. The current year-long study investigates the links between positive emotions such as enjoyment, interest and excitement, and intrinsic motivation. The enquiry explores the influence of the Teaching Proficiency through Reading and Storytelling (TPRS) strategy on students’ motivation and emotions using a Self-Determination Theory (SDT) lens. The study analyses the extent to which a group of French language students perceive that TPRS satisfies SDT’s three basic psychological needs of autonomy, competence and relatedness....

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia digital

Resumen:

Digital literacy plays a crucial role in language learning. However, the relationship between digital literacy and engagement in English as a foreign language (EFL) learning remains unclear. Furthermore, the factors that moderate this link are not well understood. This study explored the connection between digital literacy and learning engagement among EFL learners, with particular attention to the moderating role of teacher support, as framed by social support theory. A total of 1,582 secondary school students from China participated in the research, providing self-reported data on digital literacy, learning engagement, teacher support, and demographic information. Multiple regression analysis revealed that after controlling for age, gender, and socioeconomic status, digital literacy positively predicted engagement in EFL learning....

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