motivación

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Foreign language enjoyment (FLE) is one of the crucial positive emotions shown by language learners. Those experiencing FLE are usually intrinsically motivated and highly engaged. However, research on foreign language learners’ FLE has not been extensively conducted in a mobile learning setting. Less is known on how and to what extent learning activities are related to FLE. To address this gap, this study designed a mobile-assisted language learning task and investigated novice Chinese as a foreign language (CFL) learners’ FLE level at different stages of the task. Based on two rounds of questionnaire survey and an email reflection, the respondents revealed a surprisingly high FLE level in three...

Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

Scott J. Shelton-Strong (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

In this article self-determination theory (SDT) is used as a framework to explore ways in which ‘advising in language learning’ (advising) can be understood to support language learners’ basic psychological needs of autonomy, competence and relatedness. These are defined in SDT as nutrients essential for integration, growth, healthy development and well-being (Ryan & Deci, 2017). SDT posits that social learning contexts in which learners’ basic psychological needs are supported facilitate and sustain autonomous functioning, more effective learning and performance, strengthen adaptability, promote awareness, and foster greater wellness (Reeve, 2016; Ryan & Deci, 2017; Vansteenkiste et al., 2019). While a growing body of research provides insight into ways advising promotes and is supportive of autonomous language learning and...

Empowering the autonomous learner: How AI-assisted language learning environments shape self-regulation, autonomy, and self-directed behaviors

Lei Yang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The rapid integration of artificial intelligence (AI) into language education has transformed how learners manage and direct their learning processes. Despite the growing adoption of AI-assisted tools, empirical understanding of their psychological and behavioral impacts remains incomplete. This study investigated how engagement in AI-assisted language learning environments shapes learners’ self-regulation, autonomy, and self-directed learning behaviors. Drawing on self-determination theory and Zimmerman’s model of self-regulated learning, the research employed a quantitative design with data collected from 736 Chinese university students using validated questionnaires measuring AI engagement, self-regulation, self-directed learning, and learner autonomy. Structural equation modeling (SEM) and correlational analyses were conducted...

Cultura y Web 2.0: prensa, foros y debates

Reyes Llopis-García (2009)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: cultura

Resumen:

En el actual mundo de español como lengua extranjera (E/LE), la clase presencial y el manual pueden ser suficientes para planificar una enseñanza con éxito, pero no tienen por qué ser la única posibilidad. Estamos viviendo una revolución tecnológica en la que todos podemos participar, y existen nuevas y potentes herramientas al servicio del profesorado para facilitar, motivar y avivar la curiosidad por aprender de nuestros estudiantes.

Understanding the dynamic of student engagement in project-based collaborative writing: Insights from a longitudinal case study

Yao Zheng, Shulin Yu, Zhenan Tong (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Collaborative writing is a pedagogical activity increasingly used in second language education. Despite the increased research on L2 students’ participation in collaborative writing, scant attention has been paid to student engagement in project-based collaborative writing and the possible engagement changes. This article reports on a longitudinal case study investigating the changes in student engagement of a group of five Chinese EFL undergraduates in project-based collaborative writing. The analysis of the data gathered by observations of group interactions, interviews, and student texts reveals three patterns of engagement changes: from active collaborators to ‘team escapers’, from a supporter to a ‘free rider’, and unchanged dedicated writers. The findings are discussed concerning the factors that could account for the engagement...

Conceptualizing and enhancing student engagement through technology: Perspectives from foreign language teachers in Estonia

Aleksandra Ljalikova, Aigi Heero, Tiina Anspal (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: tecnología educativa

Resumen:

Student engagement is broadly defined by scholars as a multidimensional concept, making it challenging to measure and operationalize in teaching and learning contexts. This study focuses on foreign language (FL) teachers’ experiences and conceptualization of student engagement, as well as how they integrate technology based on their understanding of engagement. An interpretive phenomenological analysis (IPA) of 10 in-depth interviews reveals that teachers clearly distinguish between disengagement and passive engagement, as well as between task, classroom and academic engagement. Estonian FL teachers primarily perceive task engagement, analysed through the framework of cognitive engagement, as...

La polisemia: fuente natural de actividades para las clases de español

Marta Wicherek (2016)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: semántica

Resumen:

El objetivo que nos proponemos en este estudio será el de presentar el fenómeno de la polisemia desde el punto de vista de la didáctica de las lenguas extranjeras. El análisis de voces polisémicas y el hecho de que el número de sentidos de una lexía en una lengua determinada rara vez sea igual a la cantidad de sentidos del vocablo equivalente en otra lengua, puede ofrecer al profesor una oportunidad para introducir, de manera sencilla y natural, actividades para profundizar en esta cuestión. El detectar diferencias de esta índole —que aparecen en distintos registros y en todos los niveles— puede dar pie a que los alumnos se percaten de la inexactitud semántica entre las lenguas que emplean, lo cual...

Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

Amparo Lázaro-Ibarrola, Raúl Azpilicueta-Martínez (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with...

Investigating the effects of reverse dubbing tasks on English speaking proficiency and English learning motivation

Heng-Tsung Danny Huang (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: traducción audiovisual

Resumen:

Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then...

Learning Motivation and Academic Satisfaction Among Spanish College Students Learning Chinese as a Foreign Language: An Empirical Analysis

Catalina Cheng Lin (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Higher education serves as a fundamental driver of social progress and individual professional development. This study examines the motivational profiles of 112 Spanish-speaking college students who are learning Chinese as a foreign language, focusing on the factors that influence their decision to study this language and their academic satisfaction within the university context. The study is based on an analysis of data collected from these students, using statistical analyses to explore relationships between motivational factors, academic satisfaction, and academic performance. The findings reveal that intrinsic motivations—such as interest in Chinese culture and traditions, personal growth, and intellectual challenge—predominate over extrinsic motivations, including prospective employment opportunities, when selecting Chinese as a...