Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of emotions in the context of their learning efforts as well as examine ways this understanding is experienced from the perspective of a language learner are scarce in the literature. To address this gap, the present study investigates how Japanese university language learners experienced a content and language integrated learning (CLIL) course specially designed to explore emotions in language learning, including emotional literacy,...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

Resumen:

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The second-language motivational self system has not only served to explain language learning motivation in a wide range of contexts; it has also offered the potential for guiding motivational interventions in institutional learning contexts in particular. Although multiple studies have trialed interventions designed to train learners in creating powerful visions of their ideal second-language self, such approaches have not only shown varied success, but have either ignored the second-language learning experience component or limited its construct to attitudes to the second-language learning process. In contrast, the current study, adopting a broader conception of the second-language learning...

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Tipo: artículo

Metodología: estudio empírico

Temas: gamificación

Resumen:

This study examined the effectiveness of Nihongo Quest, a theory-driven role-playing game (RPG) developed for beginner learners of Japanese. Sixty undergraduate students participated in an eight-week quasi-experimental study comparing a game-based learning (GBL) condition with a traditional textbook-based condition. Results indicated that participants in the GBL group demonstrated significantly greater gains in vocabulary ( d = 1.45) and grammar ( d = 1.05) than those in the textbook group. In addition, the GBL group reported higher levels of intrinsic motivation ( η ² = .25) and lower levels of language learning anxiety ( η ² = .16). These outcomes are attributed to the game’s systematic alignment with core second language acquisition (SLA) frameworks, including the input–interaction–output (IIO), self-determination theory (SDT),...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: comunicación no verbal

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En esta propuesta didáctica se trabajará en la enseñanza de gestos en español para alumnos de nivel B2. Específicamente nos centraremos en gestos ligados con acciones cotidianas y emociones. Para ello se presentan una serie de actividades en las que se emplean muestras audiovisuales reales y se hace uso de aplicaciones móviles para la puesta en práctica de los gestos por parte de los alumnos.

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examined the role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning (SRL) and English language learning achievements in Hong Kong primary school students. A sample of 690 4th graders participated in the study. The findings suggest that the level of SRL strategy use (i.e. monitoring, effort regulation, and goal setting and planning) was driven by the students’ motivational beliefs (i.e. growth mindset, self-efficacy, and intrinsic value) in different ways. Monitoring and effort regulation, in turn, were significant contributors to the participants’ English language learning achievements, but goal setting and planning did not predict their English language learning achievements. The finding suggests that growth mindset was a stronger predictor of SRL than self-efficacy and intrinsic value....

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Cumulative research has explored willingness to communicate (WTC) in English as a second language and English as a foreign language contexts, but few have looked at the interface between WTC and learner talk from a Chinese learning perspective. This study investigates how six multilingual and multicultural students’ WTC translates into talk in a Chinese as a foreign language classroom in a highly internationalised Scottish University. Specifically, it examines what factors play a part in translating WTC into talk and how such factors enable or impede the process. It adopts a qualitative multiple-case study approach comprising high-density monthly triangulations of classroom observations, learner journals, video-stimulated recall interviews and semi-structured interviews conducted over one academic year. Findings revealed 13 learner-...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

The interconnectedness of reading and writing necessitates a dynamic approach to learning, particularly for English as a Foreign Language (EFL) learners. Self-regulated reading-to-write (SR-R2W) emerges as a promising approach, empowering EFL learners to consciously integrate reading and writing to address writing weaknesses and enhance writing proficiency. However, individual differences in EFL learners’ self-regulated R2W and writing strategy use remain largely unexplored. This study proposed a revised self-regulated writing (RSRW) framework by integrating SR-R2W into the existing self-regulated writing framework. Building on this framework, the study identified distinct SR-R2W and RSRW profiles and examined their associations with English reading, writing, and general performance, as well as motivational beliefs. Participants were...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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In line with current trends in the field to reduce the number of items in scales and to provide thorough validation evidence, the study aimed to develop and validate a short-form version of the 21-item Boredom in Learning English Outside of School (BLEOS) scale. A multinational dataset of n = 1,133 participants was divided into two samples: the first sample was used to develop the Short-form Boredom in Learning English Outside of School (S-BLEOS) scale while the second sample was used to validate the scale. Development efforts included examining the underlying factor structure of the 21-item scale and selecting items through a combination of factor loadings, item reliabilities, and inter-item...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: práctica docente

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La cantidad de factores que influyen en el desarrollo óptimo del proceso de enseñanza-aprendizaje de una lengua extranjera es numerosa y todos ellos se condicionan y retroalimentan entre sí. En concreto, en este artículo se pone el foco sobre la gestión de dinámicas de grupo y, para ello, se ofrece primero una introducción teórica sobre su relevancia para presentar, a continuación, un ejemplo práctico de sesión que recoge los principios descritos. Esta se ha diseñado para maximizar una sinergia positiva y que se alcance el flujo que permita que el aprendizaje alcance las mayores cuotas posibles.

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Tipo: artículo

Metodología: propuesta didáctica

Temas: aprendizaje basado en proyectos

Resumen:

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En el marco de las metodologías activas y la enseñanza de idiomas, el enfoque por proyectos sitúa al estudiante en el centro del proceso de aprendizaje, concibe la adquisición de la lengua conectada con la realidad y mejora las habilidades lingüísticas, personales, sociales y profesionales. Este trabajo desarrolla la posibilidad de implementar este enfoque en la enseñanza del español con fines específicos (EFE) mediante una propuesta dirigida a profesionales del sector turístico de nivel B1. Tomando como punto de partida el manual Profesionales del turismo, se expone el diseño de un proyecto que tiene como objetivo elaborar un póster científico sobre el turismo de un destino hispano, a partir de...

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