Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

In the present study, we developed and tested the psychometric properties of the Second or Foreign Language Boredom Coping Strategies Scale, an instrument for measuring language learners’ coping strategies in response to the experience of boredom. The research is based on a four-dimensional model of coping mechanisms, which includes the behavioral approach, cognitive approach, behavioral avoidance, and cognitive avoidance. Each factor comprises three subcomponents, which delineate the diverse strategies learners adopt to mitigate boredom in language learning contexts. The scale was tested using a sample of 363 learners of English as a foreign language at the tertiary level. The factorial structure was analyzed through confirmatory factor analysis and exploratory structural equation modeling to verify the construct validity of the...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Texto completo

In the last few decades, the assumption that the implementation of standardized tests might cause washback effects on language teaching and learning has become certainty. Researchers and practitioners report an increased use of ‘teaching to the test’ (TTT) practices, however, in current literature, consensus about which practices this includes is missing and operationalizations in studies vary greatly. Further, even though TTT is assumed to impair meaningful learning, no study so far examined students’ perspective. The current study therefore used a multi-method approach to theoretically and empirically define TTT and develop a uniform measurement instrument, focusing on students’ perspective of...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: motivación

Resumen:

Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement,...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE (n = 64: English-major learners) and semi-structured interviews with...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: metodología de investigación

Resumen:

Texto completo

A central concern among qualitative researchers over the last two decades has been enhancing its visibility and credibility, particularly among quantitative researchers as well as general audiences. Addressing calls for top-down insights to help stakeholders of research take stock of an increasingly large and complex literature body, this bibliometric analysis provides quantitative insights into 3,758 qualitative studies in language education, published in 34 major academic journals from 1999 to 2021. It investigates patterns of research productivity across authors, their institutions and the countries these are located in, the journals authors publish in, the research approaches they use, the...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: metodología de investigación

Resumen:

Texto completo

Over the past two decades, ‘inclusivity’ has become a key issue in research in applied linguistics and language education. However, the inclusion of teachers, teacher educators, and learners as researchers with key insights into their contexts has not yet been fully examined. This thought-piece explores developments in inclusive practitioner research, specifically focusing on exploratory practice (EP). The article probes the notion of inclusivity, asking why inclusivity matters and what does it mean for practitioner researchers. It sheds new light on inclusivity in exploratory practice, amplifying and deepening understandings, and shifting perceptions of what it means to be inclusive, as it...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the results seen in narrative, monologic lexical coverage studies that it is possible for intermediate EFL learners to attain adequate listening comprehension on texts with as little as 90% lexical coverage. However, variation in participants’ scores on higher lexical coverage dialogues suggest pseudo word distribution and topic familiarity might be acting as confounding variables in lexical coverage studies which use pseudo word manipulation. Suggestions for methodological reform for future projects...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: actitudes lingüísticas

Resumen:

Texto completo

Describir la variación lingüística y explicar la razón de su existencia son dos de los principales objetivos de la sociolingüística, para cuyo logro propone analizar las creencias y actitudes de los individuos hacia los usos lingüísticos y la percepción de las variedades lingüísticas y los comportamientos hacia ellas (López Morales 1989, Moreno Fernández 2012, Martín Butragueño 2014). Con objeto de aportar datos empíricos relativos a estas dimensiones, nació en 2013 el Proyecto para el estudio de creencias y actitudes hacia variedades del español en el...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

The scoring scheme used in vocabulary translation tests remains a debate topic among researchers. This study aims to examine the impact of various scoring schemes on the reliability and validity of the Chinese Vocabulary Proficiency Test (CVPT), as well as on the scores and rankings of test-takers. A total of 170 Indonesian Chinese as a second/foreign language (CS/FL) learners were recruited to complete the CVPT, which required the participants to translate 100 Chinese words into Indonesian or explain their meanings in Indonesian. The translation responses were classified into four levels based on the semantic distance between such answers and the intended word meanings. Subsequently, five distinct scoring schemes were devised, encompassing strict and lenient 2-point schemes, strict and lenient 3-point schemes, and a 4-point scheme....

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

Texto completo

This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat? ) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how . Additionally, exploring a why question did not always lead to a deeper understanding. To address...

Ver ficha completa