artículo

El objetivo de esta presentación es reflexionar sobre una experiencia didáctica con alumnos de español como lengua extranjera (E/LE) de EE. UU., en el marco de un taller de teatro.

Boundary Conditions of Retrieval-Enhanced Learning: Evidence from Contextual Learning and Retention of Second Language Multi-Word Expressions

Mojtaba Tadayonifar, Mahnaz Entezari (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Previous research has demonstrated that retrieval practice and contextual inference are equally effective in learning and retention of first language words from reading, but their effectiveness for contextual learning of second language words has yet to be established. This study extends this line of inquiry, investigating the comparative effects of retrieval and contextual inference on contextual learning and retention of second language multi-word expressions. Eighty-five Iranian learners of English as a foreign language were randomly assigned to retrieval and contextual inference groups. The retrieval group read 28 neutral texts and were required to retrieve and write the target items while...

Una placita del centro. Trabajar la descripción en el aula de E/LE

Irene Yúfera Gómez (2009)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: géneros textuales

Resumen:

Describir es algo que hacemos muy a menudo en nuestra vida cotidiana. La descripción es una unidad de composición textual muy elemental y está presente en textos de tipos muy diversos. Para la lingüística del texto, es uno de los modos fundamentales de organización y de coherencia de los enunciados. Su presencia en el aula de E/LE es, pues, inexcusable y así lo demuestra el tratamiento que de ella se halla en el Marco común europeo de referencia y en el Plan Curricular del Instituto Cervantes.

The influence of task repetition type on young EFL learners’ attention to form

María Ángeles Hidalgo, María del Pilar García Mayo (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Task repetition (TR) is a valuable tool to direct learners’ attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners’ focus on form, allowing extra time to pay attention to language use, and providing multiple opportunities for learners to pool their linguistic resources and co-construct meaning. Despite the increasing body of research on young learners’ (YLs) second language acquisition process, few studies have addressed the effect of the repetition of collaborative writing tasks on this population’s output. The present study aims to fill this gap by analysing the impact of TR on YLs’ (age 11–12) attention to form, operationalized as language-...

Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class

Xiaoya Sun, Guangwei Hu (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners’ mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing class. The study adopted a pretest/posttest/delayed posttest randomized two treatment design. The two experimental groups received, respectively, direct and indirect DDL instruction in the use of hedges in English academic writing. The direct approach involved students in conducting guided searches and analyses of target hedges in online corpora, whereas the indirect approach featured the use of corpus-informed, paper-and-pen learning tasks. Within- and between-group analyses of the participants’...

Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions

Mahmoud Abdi Tabari, Masatoshi Sato, Yizhou Wang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study examined the combined effects of written corrective feedback (WCF) and think-aloud protocols (TAPs) as two types of pedagogical intervention for improving the revision quality of second language (L2) writing. With a quasi-experimental design, it explored whether TAPs trigger deeper processing of WCF under two WCF-type conditions: direct or indirect WCF. Participants were 80 high-intermediate learners of English as a second language (ESL) at a US university who were divided into (1) direct WCF+TAPs; (2) direct WCF-only; (3) indirect WCF+TAPs; and (4) indirect WCF-only. The impacts of the interventions were gauged by changes in seven subsystems of complexity–accuracy–lexis (CAL) between the first and final drafts of narrative essays. Results showed differential impacts of the four conditions depending on the linguistic...

Negotiation in group interaction: Longitudinal evidence from Chinese postgraduate EFL learners

Jinfen Xu, Jing Shu (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Negotiation serves to solve communication problems in second language (L2) learners’ peer interaction including negotiation of meaning (NoM), negotiation of form (NoF), negotiation of content (NoC) and negotiation of procedure (NoP). The four negotiation types are initiated through negotiation strategies. This study examined how negotiation types and negotiation strategies were distributed and how the distributions developed. The data came from five rounds of group interaction conducted by 52 Chinese postgraduate students in a semester. The findings reveal significant differences in the distributions of negotiation types and negotiation strategies. NoC occurred significantly more frequently than NoM and NoF. Each negotiation type had its major negotiation strategies and they had significantly higher percentages than the other...

El cortometraje mudo en la clase de E/LE

Ana Morató Payá (2016)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: materiales audiovisuales

Resumen:

En este artículo se propone una tipología de cortometraje como recurso de base en la enseñanza-aprendizaje del español como lengua extranjera. Nuestra finalidad es la de compartir una herramienta que pueda resultar útil a la hora de consolidar, revisar o profundizar en los contenidos funcionales y gramaticales de cualquier curso de ELE sin importar el nivel de los aprendices a los que vaya destinado. La dinámica que proponemos propicia la interacción entre los estudiantes y potencia el uso de aquellas estructuras gramaticales y contenidos funcionales que el docente desea practicar en el aula, poniendo de relieve aquellos contenidos que los aprendices ya deberían conocer o dominar de forma global...

The use of emotion regulation strategies in bilingual education as a predictor of foreign language anxiety

Patricia Ayllón-Salas, Mirian Hervás-Torres, José L. Arco-Tirado (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Learning a foreign language can be a stressful experience that can provoke anxiety and impede the acquisition of the language in question. In this regard, although there is a lack of studies conducted in foreign language classrooms that have specifically demonstrated relationships between cognitive emotional regulation strategies and anxiety, the apparent correlation between cognitive emotional regulation strategies and anxiety in diverse contexts underscores the necessity for further research to clarify this association and ascertain their applicability to foreign language anxiety. Moreover, it is essential to investigate how the type of education (i.e., bilingual and non-bilingual) affects this relationship. To address these research gaps, multivariate regression models were constructed for several dependent variables with the same...

Researching learners’ perceptions: The use of the repertory grid technique

Ishamina Athirah Gardiner, Andrew Littlejohn, Sarah Boye (2024)

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Tipo: artículo

Metodología: trabajo teórico

Temas: metodología de investigación

Resumen:

This article examines the use of the repertory grid technique as a method to investigate learner perceptions in language education research. An important issue raised in this article concerns how far a researcher’s agenda may be unintentionally imposed onto a research study which is investigating learners’ perceptions, and how far the ensuing data may provide an accurate representation of the learners’ viewpoints. A discussion of conventional research methods in perception research indicates the limitations of many structured research instruments such as questionnaires, surveys and interviews with regard to gaining reliable insights into learners’ views. The article considers the potential of using the repertory grid technique in perception research in terms of minimizing researcher influence and obtaining data that reflects learners...