Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Attrition remains a critical issue in language education, affecting both teacher retention and student learning. This cross-sectional study compared experiences of secondary traumatic stress, burnout, compassion satisfaction, and intent to leave among 63 world language (WL; French, 41.3%; Spanish, 52.4%; German, 6.3%) and 61 English as a second language (ESL) K-12 teachers to better understand themes related to attrition. Using the ProQOL-5, participants reported moderate levels of burnout, secondary traumatic stress, and compassion satisfaction overall. WL teachers experienced significantly higher levels of secondary traumatic stress than their ESL peers; however, ESL teachers were more likely to consider leaving the profession. Responses differed across groups, but both WL and ESL teachers included workload concerns and issues with...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: cultura

Resumen:

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En el actual mundo de español como lengua extranjera (E/LE), la clase presencial y el manual pueden ser suficientes para planificar una enseñanza con éxito, pero no tienen por qué ser la única posibilidad. Estamos viviendo una revolución tecnológica en la que todos podemos participar, y existen nuevas y potentes herramientas al servicio del profesorado para facilitar, motivar y avivar la curiosidad por aprender de nuestros estudiantes.

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared those factors in two distinct contexts: Chilean English as a foreign language (EFL) (n = 19) and Australian English as a second language (ESL) (n = 27) contexts. In this project, the learners completed a set of group discussion activities as part of their regular class work. They then completed a questionnaire pertaining to L2 motivation, perceptions of group work, and first language (L1) use. The group interaction data were analysed for: (1) the frequency of language-related episodes (LREs...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The purpose of this study is to examine which teaching methodology – context provision or imagination elicitation – is more efficient to learn emotional vocabulary in the English as a foreign language (EFL) classroom. A pre-test / post-test design was used to test the benefit of the two types of instruction, compared to a traditional teaching method. A total of 60 EFL students at a B2 level (Council of Europe, 2001, 2018) participated in the research. A set of 40 emotional words was selected according to the following criteria: to be emotional and mid-frequency vocabulary in English, and rather unknown words by B2-level students in order to allow room for learning. Statistical analyses showed that the instruction phase was successful, since the groups significantly differed in the post-test. Although the two experimental treatments...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

In many compulsory second language (L2) classrooms, learners routinely encounter linguistically difficult L2 reading tasks. However, it is unclear (1) how learners behaviorally engage and perform on such tasks, (2) what motivational characteristics predict their reactions, and (3) whether maladaptive learner reactions can be ameliorated. This study examined the role of two motivational constructs (attributions and self-efficacy) and a common teaching practice (effort feedback) in predicting and ameliorating learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks. Japanese high school students ( N = 238) studying English were recruited for an experimental study and randomly assigned to either the treatment group (n = 124) or the comparison group (n = 114). Both groups first performed a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Although the positive relationship between growth language mindsets and engagement has been consistently supported in previous empirical studies, the literature is dominated by quantitative approaches in the English-as-a-foreign-language (EFL) contexts, neglecting the triangulation of qualitative data delving into how learners perceive the contribution of growth mindsets to engagement. Such neglect is especially notable among multilingual learners. Further, it remains unknown which dimensions of growth language mindset were the most influential for specific dimensions of engagement and whether the pattern was different for English learning and language other than English (LOTE) learning. To fill the gaps, the current study adopted a concurrent embedded mixed-methods approach with questionnaires and interviews. A total of 464 Chinese...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: competencia comunicativa

Resumen:

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En los últimos años, el aprendizaje de lenguas extranjeras ha llegado a ser una necesidad real tanto profesional como personal para todos nosotros como ciudadanos y como trabajadores. La enseñanza del español como lengua extranjera, que es el área de estudio en el que nos centraremos en el resto del presente artículo, ha evolucionado a medida que nuestra sociedad ha ido cambiando y adaptándose a los nuevos tiempos. Este cambio surgió con el Marco Común Europeo de Referencia para las Lenguas (MCER): pasamos de darle una máxima importancia a los aspectos puramente lingüísticos a abrirnos al hecho de que aprender un segundo idioma no es solo centrarnos en la gramática. La competencia comunicativa, por...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: juegos

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El objeto de esta práctica es la utilización del popular juego de ordenador Los Sims, elemento lúdico y muy cercano a la realidad cotidiana de nuestros alumnos (estudiantes universitarios), para la práctica de los usos del subjuntivo. El juego permitirá a los estudiantes de español ejercitar los diferentes usos del subjuntivo mediante la verbalización de la realidad que ellos mismos construyan para sus personajes. Asimismo, la manipulación de los personajes y de sus acciones se convierte en un elemento motivador para el estudio de la gramática.

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students’ oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates’ cognitive, behavioral, and affective engagement with teachers’ oral feedback provided on in-class oral presentations in an English as a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation...

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