factores afectivos

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher...

Effects of participation in an online intercultural exchange on drivers of L2 learning motivation

Matthew Skidmore (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth in the number of projects undertaken and consequently studies published. This study utilized a mixed-methods approach to measure the effects on specific aspects of motivation for students learning English following a 10-week, multicultural virtual exchange project. Participants interacted both synchronously and asynchronously with other non-native English speakers from 10 different countries to make friends, share cultural interests, and practice English in a real-world, non-classroom setting. At the end of the project, participants were asked to complete a survey based on Dörnyei’s concept of the L2 motivational self system and Yashima’s...

How learners’ trust in teachers shapes their feedback-seeking behaviors: A mixed-methods study

Mahshid Mahbodi, Mostafa Papi, Dominik Wolff (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This mixed-methods study examined how learners’ competence-based and affect-based trust in their teachers predicted their feedback-seeking behaviors both directly and indirectly through their internal cost–value analyses. Questionnaire data were collected from 207 foreign language learners at a North American university, and interviews were conducted with seven participants with high vs. low levels of trust in their teachers. Multiple regression results showed that competence-based and affect-based trust predicted learners’ feedback-seeking behaviors (both monitoring and inquiry), and these relationships were mostly mediated either positively by feedback value or negatively by the self-presentation cost of feedback-seeking. Analysis of the qualitative data supported the quantitative findings, highlighting radically different concerns...

Can grit be perceived and regulated? A mixed-methods exploration of English learners’ metacognitive awareness of grit and its impact on achievement and self-efficacy

Mingzhe Wang, Lawrence Jun Zhang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: metacognición

Resumen:

Metacognition, the ability to understand and regulate one’s cognitive processes, is recognized as a key factor in effective English as a foreign language (EFL) learning. It involves both an awareness of the cognitive demands of tasks and the ability to manage these tasks to achieve specific outcomes. Similarly, grit, defined as perseverance and passion for achieving long-term goals, has emerged as a significant predictor of success in English learning. However, the relationship between metacognition and grit remains largely unexplored, especially how learners perceive and regulate their grit at a metacognitive level. This study addresses this gap by adopting a mixed-methods approach, combining...

¡Que nadie te quite la palabra! Estrategias para aumentar la disposición a comunicarse en el aula de ELE

Dayane Monica Cordeiro (2020)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: factores afectivos

Resumen:

En el aula de lenguas extranjeras, los alumnos disponen de un repertorio lingüístico en proceso de desarrollo, que les impide muchas veces expresar todo su potencial comunicativo. Y es justo en este contexto que se observa el impacto más significativo de las variables personales. La decisión de comunicarse que asume el hablante siempre que tiene la oportunidad de hacerlo influye directamente en los logros en su competencia comunicativa en la lengua extranjera. En este sentido, conocer los componentes de la disposición a comunicarse, cómo generarla y mantenerla en el aula pueden ser la clave hacia una enseñanza/aprendizaje de la expresión y la interacción oral más efectiva. El objetivo de este...

Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?

Reza Zabihi, Shiva Ghominejad, Mohammad Javad Ahmadian (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency,...

Exploring English learning motivation among Chinese older adults

Rining Wei, Rong Wang, Jing Wang (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

With increasing attention paid to the effects of learning a foreign language (FL) on older adults in the currently ageing world, psychological individual difference (ID) variables (e.g. learning motivation) remain much under-investigated, compared with cognitive IDs. This exploratory study examined older adults’ English learning motivation in the Chinese context of English as a foreign language (EFL) by conducting a web-based survey (n = 510) and semi-structured interviews (n = 21). Results showed that (1) the selected sociobiographical variables influenced older adults’ English learning motivation to different degrees, among which education, use frequency of English and socioeconomic status (SES) emerged as very important predictors; and (2) four motivators for English learning by older adults emerged as traveling or visiting...

Can Well-Being Translate into Better Writing? A Chain Mediation Model of the Impact of Subjective Well-Being on L2 Writing Achievement

Zhaoyang Shan (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study investigates the relationship between subjective well-being (SWB) and second language (L2) writing achievement (WA), focusing on the sequential mediating roles of L2 writing enjoyment (L2WE) and L2 writing self-efficacy (L2WS). A sample of Chinese university EFL learners (n = 322) participated in a survey measuring SWB, L2WE, L2WS, and L2WA. Structural equation modeling (SEM) was employed to test the hypothesized chain mediation model. Results revealed that SWB was positively associated with both L2WE and L2WS, which in turn significantly predicted L2WA. Although the direct effect of SWB on L2WA was non-significant, the total indirect effect via L2WE and L2WS was significant. Specifically, L2WE mediated the link between SWB and L2WA, L2WS mediated the link between SWB and L2WA, and a sequential mediation pathway (SWB → L2WE...

Game over: cartas, rol y comida

Sara Badia Climent, Amparo Alemany Martínez (2018)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: gamificación

Resumen:

El presente artículo propone tres actividades de carácter gamificado y experiencial para las clases de E/LE enfocadas a un nivel A1+: un juego de cartas basado en el Cards Against Humanity (2011), una cata de comida inspirada en Master Chef y un juego de rol mediatizado a través de la plataforma Classcraft (2016). Estas están destinadas a reforzar contenidos gramaticales y léxicos como los adjetivos y la flexión de género, los usos de datos personales o la construcción de oraciones simples. Además de ello, el carácter flexible de estas actividades permite trabajar con los componentes interculturales, socioculturales y afectivos.

Una unidad didáctica en torno a un ámbito temático: la mujer en la sociedad

Sergio Bermejo Alonso (2008)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: enfoque por tareas

Resumen:

En los últimos años, se ha generalizado entre los profesores de idiomas el uso de unidades didácticas basadas en el enfoque por tareas. Un enfoque que ha hallado un enorme eco tanto en la comunidad científica como en la educativa (Nunan, 1996; Peris, 2001; R. Ellis, 2003, 2005) desarrollando y sofisticando sus planteamientos y puesta en práctica. Centrar la secuencia de actividades en un ámbito temático de interés para los aprendientes está entre los aspectos de este enfoque a los que se ha dado mayor relevancia, por sus implicaciones en el aprendizaje. La unidad didáctica que presentaremos en este artículo se centra en este aspecto y es producto de una experiencia que se desarrolló con enorme...