Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation is essential for second-language (L2) learning, and teachers are primary influencers of learner motivation through their use of motivational strategies (MSs). Research indicates that learners’ perceptions of the effectiveness of MSs are linked to their motivation. However, significant misalignments may exist between learner and teacher beliefs about the importance of these strategies, often due to teachers’ insufficient understanding of learner expectations. Such misalignments can potentially undermine the effectiveness of motivational teaching. To better understand and address these issues, this survey-based study compared how Chinese junior secondary students (n = 1,489) and teachers (n = 210) perceived the importance of 10 traditional and seven vision-based macro-L2 MSs. Results revealed that both students and teachers...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: canciones

Resumen:

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El material de partida para el desarrollo de esta secuencia de actividades es una canción. Nuestra predilección por el uso de la música está relacionada con nuestra experiencia en el aprendizaje de idiomas. Creemos que la música resulta un material atractivo en sí mismo pues está asociado al ocio y, por ello, puede suscitar un interés adicional en el alumno. Además, al memorizar letras de canciones, o simplemente al escucharlas con atención, es posible asociar léxico y estructuras de una manera fácil y eficaz, a lo que se une un componente lúdico.

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Second and foreign language (L2) learning boredom has triggered a spate of studies in recent years. Researchers have also developed instruments that tap into this emotion. However, such tools contain many items, may be culture-specific, or have a disputed factor structure. To address these shortcomings, we aimed to develop and validate a short version of the 23-item Boredom in Practical English Classes-Revised (BPELC-R) Scale. A dataset from 1,254 students in degree programs in English from different countries (i.e., Hungary, Iran, Iraq, Poland) was used. Data were split into two groups, and the first sample was used to develop the short-form measure, with principal component analysis (PCA)...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: competencia intercultural

Resumen:

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La presente propuesta de experiencia práctica aspira a mejorar la comprensión y producción oral y escrita, y la adquisición de vocabulario de los alumnos de E/LE a través de actividades diseñadas desde el enfoque educativo de la Educación Intercultural. Estas actividades están especialmente pensadas para un alumnado adolescente con nivel A2-B1 de español y se enmarcan dentro de un proyecto cuyo objetivo final es componer un mashup, una canción a base de la mezcla de fragmentos de otras canciones. Este mashup debe constituirse a partir de canciones en español con un mensaje positivo respecto a la integración y respeto hacia las culturas ajenas. Mediante actividades enfocadas a la comprensión y...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

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While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency learners. The present study aims to examine the pedagogical effects of flipped learning on low-proficiency students’ learning outcomes and attitudes (motivation and self-efficacy). An eight-week experiment was conducted on 52 low-proficiency learners who attended intensive English grammar classes in a national high school. The experimental group (EG) (27 students) learnt with the flipped approach whereas the contrast group (CG) (25 students) was taught through a conventional approach. The performance by...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom, and enjoyment. The hierarchical clustering analysis revealed three distinct profiles: Negative Emotion (NE; 21.43%), High Enjoyment (HE; 46.93%), and high in both Enjoyment and Anxiety (EA; 31.63%). We then analysed FL motivation and family background (household income and parental education) between the three groups. We also compared the FL proficiency levels (listening, reading, speaking, and writing) between the three groups from...

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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: trabajo teórico

Temas: diferencias individuales

Resumen:

This article explores intersections between two subfields of second language acquisition research: learner psychology (LP) and instructed second language acquisition (ISLA). Despite the common goal of discovering second language (L2) learning processes and products, the two inquiries have taken distinct paths. We argue that it is necessary to unite the knowledge and methods in the two inquiries, in order to answer theoretical and practical questions pertaining to classroom L2 teaching and learning. We make the case that the L2 classroom may be an ideal venue to explore the intersections of the two fields. Three intersections will be discussed. First, research can address the relationship between LP and interactional behaviors during classroom activities that have been investigated in ISLA research. Second, the roles of teachers, the...

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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,...

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