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Recent research indicated the effectiveness of immediate and delayed corrective feedback (CF) on second language (L2) learning. What is little known is the moderating effects of learner individual factors such as foreign language anxiety (FLA) on the efficacy of immediate and delayed CF. The primary aim of the present study is thus to investigate if learners’ FLA can moderate the effectiveness of immediate and delayed feedback. To this end, 82 learners of English as a foreign language (EFL) were randomly assigned to two treatment conditions as well as a control group. During three treatment sessions, the participants performed storytelling tasks in groups of four and received either immediate or delayed metalinguistic feedback for the errors they made. Regarding the immediate feedback condition, each participant received metalinguistic feedback immediately following an error while doing the storytelling task. For the delayed feedback condition, metalinguistic feedback was offered for each error at the end of each storytelling task. Two testing instruments, a writing task and an error correction test were used as pretest, posttest and delayed posttest to measure learners’ development as a result of the treatment sessions. Without considering learners’ FLA, the findings revealed that immediate and delayed CF are equally effective to promote L2 development. However, when taking into consideration learners’ FLA through regression analysis, the results revealed that immediate CF was more beneficial for learners with low FLA compared to high anxiety learners, but no significant associations were found between FLA and delayed CF efficacy.

This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners’ approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.

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Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples (N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

Translation for language learning has reemerged during recent years as an additional asset for foreign language instruction. In this time, the professional practice and training of translation has moved to a technological paradigm in which virtually all translation activities are computer mediated and this complex activity is conceptualized as human–computer interaction. Translation is therefore now inseparable from the physical computer, translation technologies, tools and resources found online and the interconnectedness provided by the Internet. This article reviews these technologies in the context of Spanish language learning. For these purposes, three main areas of interest are discussed and placed in the context of language learning. First of all, the role of machine translation (MT) both as an assistance in reading and writing tasks and from the perspective of post-editing for language learning is examined. The second area of interest is the use of translational corpora in the foreign language classroom. The article will finish with a review of the increasingly popular language-related crowdsourcing technologies that are expanding translation tasks to language learners around the world using specialized micro-task workflows.

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La traducción para el aprendizaje de idiomas ha resurgido en los últimos años como un activo adicional para el aprendizaje de idiomas. Durante estos años, la práctica profesional y la formación de la traducción han evolucionado hacia un paradigma tecnológico en el que prácticamente todas las actividades de traducción son mediadas por ordenador y esta compleja actividad es conceptualizada como interacción hombre-computadora. La traducción es por lo tanto inseparable del ordenador, las tecnologías de traducción, las herramientas y los recursos encontrados en línea y la interconexión que proporciona la WWW. Este artículo examina estas tecnologías en el contexto del aprendizaje del español. Con este objetivo se repasan tres áreas principales de interés en el contexto del aprendizaje de idiomas. En primer lugar, se examina el papel de la traducción automática como ayuda en las tareas de lectura y escritura y desde la perspectiva de su posedición para el aprendizaje del idioma. La segunda área de interés es el uso de corpus de traducciones en las clases de idiomas. El artículo finalizará con una revisión de las tecnologías de crowdsourcing lingüístico que están ganando popularidad y que extienden las tareas de traducción a estudiantes de idiomas de todo el mundo utilizando flujos de trabajo especializados basados en microtareas.

In an Integrated Plurilingual Approach (IPA), translation is used as a natural plurilingual learning strategy to advance language learning and plurilingual communicative competence (PCC). The focus lies on exploring the use of translation in other learning contexts (TOLC), i.e., not directly related to professional translation training, by seeking relevant connections between Translator Training and Additional Language (AL) Learning. Here I will present partial conclusions from an ongoing study that explores: (1) teacher strategies; and (2) best practices for the combination English-Spanish-Catalan. Our pedagogical framework follows socio-constructivist premises and prioritizes transferrable skills and concept-based instruction. The use of translation did not prove detrimental to language learning, and it favoured the development of multi-competential knowledge and of cognitive, meta-cognitive and socio-affective learning strategies.

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En el Enfoque Plurilingüe Integrador (EPI), la traducción se considera como una estrategia plurilingüe natural para avanzar en el aprendizaje de lenguas y en la competencia comunicativa plurilingüe. Se centra en el uso de la traducción en otros contextos de aprendizaje (TOLC, por sus siglas en inglés), es decir, no relacionada directamente con la formación de traductores profesionales, y busca conexiones relevantes entre la formación de traductores y el aprendizaje de idiomas. Aquí presentaré conclusiones parciales de un estudio en curso que explora: 1) las estrategias del profesor y 2) buenas prácticas para la combinación inglés-español-catalán. Aplicamos un marco pedagógico socioconstructivista que prioriza destrezas transferibles y la enseñanza basada en conceptos. El uso de la traducción no resultó ser perjudicial para el aprendizaje de lenguas, y favoreció el desarrollo multicompetencial y estratégico cognitivo, metacognitivo y socioafectivo.

Este estudio exploratorio se centra en analizar las posibilidades de TikTok como herramienta de enseñanza y aprendizaje de LE/L2 en el contexto de un proyecto de telecolaboración entre estudiantes de español LE/L2 y profesores en formación de dos universidades en contextos geográficos distintos. El corpus está formado por cuarenta y dos tiktoks que se analizaron siguiendo cuatro criterios principales: la temática y contenido, la tipología, los componentes multimodales y otros recursos que intervienen su producción. Además, se analizaron las reflexiones de los participantes con el fin de averiguar sus percepciones en cuanto al uso de esta aplicación como espacio de enseñanza y aprendizaje de LE/L2. Los resultados del estudio constatan el potencial didáctico de esta aplicación tanto para los aprendientes de LE/L2 como para los docentes que quieran incluir un canal digital diverso de comunicación multimodal e incorporar nuevos espacios para crear y compartir material audiovisual.

Teaching second-language (L2) culture is problematic due to the possibility of creating stereotypes and overgeneralizations about the target culture. Several researchers have proposed raising an awareness of first-language culture (C1) at the same time they raise that of the second language (C2), to promote a “relative” view of the C2. The objective is for learners to recognize themselves and others as “socially constructed”. We propose learning culture through activities based on surveys completed by native speakers (NS) that can lead learners to a deeper understanding of L2 cultural perspectives and practices. To illustrate this approach, target culture data (e.g., folk medicines used or the kinds of housing students live in) were obtained via a questionnaire completed by 154 native-speaker university students in Spain, Peru, Mexico and Argentina. These data were used to create activities asking L2 Spanish learners to (1) compare their own answers to those of the NS, (2) seek an understanding of why the NS responded that way, (3) react in a similar situation in the target culture and language, using NS perspectives and practices, and (4) do research with heritage speakers in their community. In this way, they can develop an “emic” or “insider's perspective” on L2 cultural views, practices, and values.

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La enseñanza de cultura en una segunda lengua (L2) puede resultar problemática por la posibilidad de crear estereotipos y generalizaciones excesivas sobre la cultura meta. Varios investigadores han propuesto potenciar la sensibilización hacia la cultura de la primera lengua (C1) al mismo tiempo que se fomenta el interés respecto a la de la segunda lengua (C2), a fin de promover una visión “relativa” de la C2. El objetivo es que los aprendices se reconozcan a sí mismos y reconozcan a otras personas como individuos “socialmente construidos”. Nosotros proponemos aprender cultura mediante actividades basadas en encuestas con hablantes nativos (NS) que puedan facilitar entre los aprendices una comprensión más profunda de las perspectivas y prácticas culturales de la L2. Para ilustrar este enfoque, obtuvimos datos de la cultura meta (p.ej., medicinas tradicionales de uso habitual o tipos de vivienda en que los estudiantes suelen residir) a través de un cuestionario con 154 hablantes nativos que cursan estudios universitarios en España, Perú, México y Argentina. Usamos estos datos para crear actividades en que se pedía a los aprendices de español como L2 que (1) comparasen sus propias respuestas a las ofrecidas por los NS; (2) tratasen de comprender el porqué de las respuestas de los NS; (3) reaccionasen a una situación similar en la cultura y lengua metas, procurando emplear perspectivas y prácticas propias de los NS, y (4) llevasen a cabo una investigación con hablantes de herencia en su comunidad. De este modo, los aprendices pueden desarrollar una perspectiva “émica” (“desde adentro”) sobre puntos de vista, prácticas y valores culturales en la L2.