Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study investigates the effects of pre-task planning on English as a second language (ESL) learners’ engagement in oral tasks in the face-to-face real-time communication (FTF) and synchronous video-based computer-mediated communication (SvCMC) modes. A total of 36 ESL learners performed two decision-making tasks (with versus without pre-task planning) in dyads in the FTF or the SvCMC mode. Their oral discourse of tasks was analysed via seven indicators in terms of behavioral, cognitive and social engagement. Their emotional engagement was captured via an interview immediately after the task performance. As the results showed, pre-task planning did not significantly affect the learners’ behavioral, cognitive and social engagement in either the FTF or the SvCMC condition. In SvCMC, more negotiations on content were produced when...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigates whether gesture-enhanced recasts lead to better production of the English regular past tense. Fifty-nine low-intermediate ESL students at a US university took part in communicative activities in class, during which they received, respectively, no feedback, verbal recasts, or gesture-enhanced recasts, the latter being a verbal recast accompanied by a point-back gesture indicating the non-target-like use or absence of the past tense. All learners also completed two assessments, a grammar test about the regular past tense and an oral production test that was designed to elicit the regular past tense, as a pre-test, an immediate post-test, and a delayed post-test a week later. Then, a repeated-measure ANOVA was used to analyse the linguistic development, using the obtained test scores. The results showed that there...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: registro coloquial

Resumen:

Texto completo

Una de las inquietudes de los jóvenes alumnos de la clase de E/LE es aprender a comunicarse con los nativos de su edad en la jerga correspondiente, con la finalidad de producir un acercamiento y una integración social.

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

Chatbots and other conversational agents based on speech recognition and processing technologies have been gaining ground in the field of language education. Although previous research has shown that automatic recognition of second language (L2) speech is difficult, little attention has been paid to how L2 teachers and learners interact with such technology when used as an interactional participant in classroom settings. Addressing this gap, this article provides a qualitative analysis of interactional practices of unplanned and situated pronunciation instruction as a teacher and 10- to 13-year-old young learners of L2 English complete robot-assisted language learning (RALL) activities in a...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: migración y acogida

Resumen:

Texto completo

Este artículo presenta una actividad didáctica que fue trabajada en un centro de secundaria en un grupo de alumnado del aula de acogida —que no conoce o apenas domina la LE— y de estudiantado normalizado, todos ellos del mismo nivel. Está basada en una supuesta situación práctica sobre cómo realizar un parte de accidente. Partiendo de esta situación real, se trabajó la comprensión y expresión oral y escrita, la interacción y la mediación. Esta propuesta práctica es el producto final de una unidad didáctica para alumnado de B1 que, de una manera significativa, podía ver su aplicación como futuros conductores, además de crear una mayor conciencia en materia de educación vial. En primer lugar, se...

Ver ficha completa

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation in language classrooms is often treated as an individual trait, yet periods of disruption reveal how strongly it is shaped through interaction. This study examines how learner and teacher (de)motivation was experienced and enacted during the return to offline English as a foreign language instruction following pandemic-related disruption. Using a convergent mixed-methods design, data were collected from learner and teacher questionnaires, regression analyses, Motivational Identity System-informed domain mapping, and teacher observational accounts. Findings indicate that learners maintained interest in English learning while experiencing moderate cognitive–emotional demotivational strain, suggesting vulnerability rather than pervasive demotivation. In contrast, teachers reported cumulative demotivational pressure arising...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: marcadores discursivos

Resumen:

Texto completo

El objeto de este trabajo es el diseño de una propuesta metodológica para la enseñanza de los marcadores de la conversación en E/LE/L2 a partir de dos criterios vertebradores: la distribución de las unidades objeto de enseñanza en los niveles de referencia (A1-C2) propuestos por el Marco Común de Referencia Europeo (Consejo de Europa, 2001) y el tratamiento gradual de sus funciones (interactiva, modalizadora o reformuladora). Para llegar a esta propuesta, el trabajo comienza con un sucinto recorrido por la investigación sobre los marcadores del discurso en español como L1 y como LE o L2, desde sus primeros abordajes a finales de los años 80, en el caso de E/L1, y 90, en el caso de E/LE/L2, del...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Groupwork has become ubiquitous in language education, with the clear benefits of interaction and output on language acquisition. A body of research has investigated this interaction in pairs and small groups, and there is an increased understanding that individual group context is a key factor in determining the behavior of students. This article reports on a study that first investigated emergent leadership within groups, and the influence of the group on leader stability. The study then examined how leadership is represented in student task engagement. Students were placed into fixed small groups for the first semester, and then allowed to self-select into groups for the second semester. Perceptions of leadership were measured three times in each semester, and leaders were identified in each group. Results showed that changing...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: escritura creativa

Resumen:

Texto completo

En el presente artículo se describe una secuencia de cuatro actividades de expresión escrita diseñada para un aula de E/LE en niveles entre B2 y C1 según el Marco Común Europeo de Referencia para las lenguas. El objetivo final que se persigue en esta secuencia es que los alumnos se inicien en la escritura de microrrelato en español. Para conseguirlo, se plantean actividades ordenadas en cuanto el grado de libertad que se ofrece al alumno a la hora de escribir, desde prácticas más pautadas hasta un ejercicio de escritura libre. El planteamiento de la secuencia fomenta, además, la comunicación y la interacción en el aula.

Ver ficha completa