Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

As a personality trait, ‘grit’ has been defined as a combination of perseverance and passion for long-term goals. Past research in social psychology has found grit as an important predictor of success across different populations in various academic and non-academic areas. Since successful mastery of a second language (L2) is highly dependent on learners’ sustained effort, the notion of grit and its relationship to language achievement gains immediate relevance in second language acquisition (SLA). The present study introduces the notion of grit and examines its relationship with motivational behaviors and language achievement in a sample of English as a foreign language learners (n = 191). Toward these ends, a language-specific grit scale was developed and validated to measure L2 learners’ grit. L2 grit was found to be positively...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Feedback-seeking behaviors (FSB), namely, attending to written comments (feedback monitoring) and requesting clarification or additional feedback (feedback inquiry), are central to writer agency and writing outcomes. Existing studies have yet to achieve a comprehensive understanding of the motivational underpinnings of FSB, particularly for adolescents. Prior FSB research also treated second language (L2) writers as a homogeneous group, overlooking variations in motivational configuration across different stages of writing development. Addressing these gaps, this study draws on situated expectancy-value theory (SEVT) to examine how motivation mediates a writing growth mindset’s influence on FSB and whether the associations vary across writing proficiency levels in a Chinese secondary-school context. Participants were 303 adolescent L2...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: paisaje lingüístico

Resumen:

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Este estudio analiza el uso del paisaje lingüístico (PL) como herramienta didáctica para la enseñanza del español como lengua extranjera (ELE). Su objetivo es ofrecer a los estudiantes un entorno de aprendizaje auténtico, similar al de quienes viven en un país hispanohablante. A través de carteles, señales y anuncios urbanos de Granada, se busca desarrollar tanto competencias lingüísticas como una comprensión cultural más profunda. Este enfoque favorece la inmersión cultural, aumentando la motivación de los estudiantes, especialmente en temas complejos. Además, permite interactuar con variaciones del lenguaje que se memorizan más fácilmente en contextos reales. El PL muestra cómo el idioma se...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Directed motivational currents (DMCs) are portrayed as highly intense and prolonged periods of motivation oriented to a much-desired goal of personal significance. While we have seen a recent growth in studies examining aspects of DMCs, evidence on the negative side-effects of DMCs remains inadequate to date. In response to repeated calls for research into this area, we conducted a qualitative study to scrutinize the negative side-effects of DMCs as experienced by 5 trainee teachers of English as a foreign language (EFL) in Turkey. The database comprised in-depth, semi-structured interviews carried out twice per participant. Interview transcripts were analysed in line with the principles of interpretative phenomenological analysis (IPA). The findings suggest that the negative side-effects of DMCs manifest themselves as showing signs...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Learners’ foreign language engagement (FLEng) plays a crucial role in language acquisition, yet its mediating influence between learner emotions and willingness to communicate (WTC) in a second language (L2) remains underexplored. This study investigates how emotional contexts—including positive emotions such as foreign language peace of mind (FLPoM) and foreign language enjoyment (FLE), as well as negative emotions such as foreign language classroom anxiety (FLCA) and foreign language boredom (FLB)—affect English as a foreign language (EFL) learners’ L2 WTC. Utilizing the 3D pyramid model of L2 WTC, we analyzed data from 301 participants who completed six questionnaires. The findings revealed that FLPoM, FLE, FLCA, and FLB did not directly influence L2 WTC. However, learners’ FLEng was found to fully mediate the relationships between...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the effects of generative pre-trained transformer (GPT) generated vs. human-written moral dilemma stories on English as a foreign language (EFL) learners’ speaking skills, storytelling ability, and behavioral regulation, framed within the theoretical context of embodied cognition. A total of 120 university students were divided into two groups: the experimental group, which engaged with GPT-generated moral dilemma stories, and the control group, which worked with human-authored moral dilemma stories. Over an 11-week experimental period (including pre-test, 10-week intervention, and post-test), each group was exposed to weekly dilemma stories, followed by speaking assessments using IELTS Part 2 tasks. Analysis of covariance results demonstrated that the GPT group significantly outperformed the control group in...

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Tipo: artículo

Metodología: experiencia práctica

Temas: motivación

Resumen:

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La situación personal del alumnado inmigrante sin duda condiciona su actitud hacia el aprendizaje del español. En Accem-Asturias contamos con más de dos décadas de experiencia en la enseñanza del Español como Lengua Extranjera (E/LE). La presente comunicación muestra actividades organizadas desde las clases de E/LE en las que los estudiantes dan a conocer aspectos de su lengua, su cultura y su lugar de origen a personas autóctonas del entorno inmediato. Se prepara en el aula una presentación con el formato, temática y contenidos que el o la aprendiz desea y la pone en común en diversas acciones organizadas ad hoc en centros culturales, educativos, asociaciones locales, etc. Las actividades, de...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

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Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

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This study drew on bioecological systems theory to investigate factors influencing demotivation and remotivation among Chinese secondary school EFL learners. Adopting a sequential explanatory mixed-methods design, 129 Grade-12 students were asked to create motivational change graphs to depict their English learning trajectories during their 12-year pre-tertiary education. Analysis of the graphs revealed two distinct groups: those who remained demotivated and those who experienced remotivation. To explore underlying factors, narrative frames and follow-up interviews were conducted with selected participants. Quantitative results indicated two critical periods of motivational change: Grade 8, when...

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