Bibliografía tipo | artículo

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Second language (L2) motivation is the driving force behind L2 learning. It is of great pedagogical significance to explore how motivation factors, directly and indirectly, impact L2 oral proficiency. Based on data for all L2 learners as a composite group, Lin proposed and verified a conceptual model revealing the structural relations among L2 motivation factors (i.e. L2 interest, and perceived importance of speaking), behavioral variable (i.e. out-of-class L2 contact), and L2 oral proficiency. However, since gender differences and other learner subgroup differences in L2 motivation have been found by previous research, it is imperative to test whether this model is applicable across various learner subgroups. Based upon a dataset of 631 college students taking Chinese, French, Russian, and Spanish language classes in the United...

Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment

Jalil Fathi, Mirosław Pawlak, Mariusz Kruk (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The aim of this study was to test a model of second language (L2) boredom based on coping self-efficacy (CSE), foreign language enjoyment (FLE), and mindfulness among English as a foreign language (EFL) learners. In so doing, 456 EFL learners from Iran took part in this study by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling was utilized to analyse the data and examine the associations among the constructs. Results revealed that CSE and mindfulness positively affected FLE. Also, FLE was a direct negative predictor of L2 boredom. Concerning the mediation hypotheses, FLE was found to fully mediate the effect of mindfulness on boredom. However, FLE was a partial mediator between CSE and boredom. These findings provide a basis for...

Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement

Shiyao Ashlee Zhou, Phil Hiver, Ali H. Al-Hoorie (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in multiple waves of data collection across the span...

Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli

Azizullah Mirzaei, Mahshid Azizi Farsani, Heesun Chang (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: fraseología

Resumen:

Given the fundamental contribution of formulaic sequences to the fluent, natural second/foreign language (L2) use and processing, finding effective ways of improving learners's formulaic language has increasingly engaged the attention of L2 practitioners. Focusing on lexical bundles (LBs), as the most frequent formulaic-language strings, the current quasi-experimental study examined statistical learning of recurring 3-to-6-word LBs among Iranian learners of English as a foreign language (EFL) receiving different types of distributional, narrative sensory stimuli. To this end, three intact classes received a recurring-theme narrative content in three different input modalities including only-auditory, audiovisual, and captioned audiovisual. To examine whether exposure to statistical, varied-modality input (or sensory stimuli)...

Potential influence of extensive reading on controlled productive vocabulary

Nobuko Sakurai (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study explored a possible impact of extensive reading (ER) on vocabulary learning. Participants were 62 English majors who entered a private university in Japan in April 2019 and experienced ER for 13 months. They took the Productive Vocabulary Levels Test at the 2,000-word level 3 times: in April, December and May 2020. The outcomes of paired t-tests with Bonferroni correction revealed that participants achieved higher scores on the 2nd test, but their performance deteriorated on the final test. The model yielded by multiple regression analysis was comprised of the number of series participants read books from and the average percentage grade of MReader quizzes they passed, whose contribution to the post test scores was 14.1%. Follow-up tests were run between 12 students who retained or improved their scores on the delayed test...

Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school

Ferran Gesa, Imma Miralpeix (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study presents a teaching intervention to maximize the learning of a set of target words (TW) in learners of English as a foreign language (EFL) in a secondary school by means of intentional vocabulary learning activities and additional captioned television (TV) viewing. In the course of one academic year, two groups of grade 10 EFL learners (N = 64) were introduced to new TWs each week through language-focused exercises. The experimental group (n = 33) was additionally exposed to a captioned TV series where these TWs appeared. To measure lexical growth, all students took pre- and post-tests evaluating both TW form and meaning recall. Vocabulary retention was measured with an eight-month delayed post-test. Results revealed that vocabulary was mainly learned intentionally, but that additional viewing of the captioned TV series...

The effects of task-induced involvement load and gloss languages on incidental L2 vocabulary learning

Parichard Phadungsilp, Sarut Supasiraprapa (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The current study investigated the interaction between task-induced involvement load and the languages used in vocabulary glosses on incidental second language (L2) word learning in low proficiency learners of English as a foreign language (EFL). Using computer-based tasks, the study also probed whether a task with a higher level of involvement load promoted a greater learner engagement with unfamiliar words, as measured by their hypertext gloss lookup frequencies. A total of 160 Thai EFL learners were equally divided into five task conditions based on the relative level of involvement load (low, high) and type of target word gloss (no glosses, L1 glosses, L2 glosses). The findings suggest that a task with a higher level of involvement load and first language (L1) glosses is most conducive to L2 word learning and that gloss language...

Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence

Zhongling Pi, Caixia Liu, Luchun Wang (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Vocabulary learning is basic for mastering a foreign language. Many students learn foreign language (FL) vocabulary via instructional videos outside of traditional classrooms, as there is no limit to time or space. Cues (e.g. coloring, highlighting, arrows, and text) are design features in instructional videos that not only guide learners' attention, but also facilitate the organization and integration of information. However, little is known about how visual cues and text cues influence FL vocabulary learning from instructional videos. In Experiment 1, we tested the effects of synonym text cues presented before the instructional video and visual cues during the video. Effects were measured in terms of participants' judgments of learning and objective measures of learning performance (indicated by accuracy on immediate and delayed...

Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains

Duy Van Vu, Ann-Sophie Noreillie, Elke Peters (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of captioned TV viewing on incidental collocation learning compared with other modes of input. In addition, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings. To fill those research gaps, the present study investigates the effects of reading-while-listening and captioned TV viewing on incidental collocation learning and predictors of learning gains. Eighty Vietnamese English as a foreign language (EFL) learners were divided into an experimental group and a control group. The experimental group encountered 24 target collocations in two stories in two...

Emotional intelligence and second/foreign language achievement: A meta-analytic review

Yabing Wang, Fangsong Liu (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: factores afectivos

Resumen:

A growing body of literature examined the role of emotional intelligence (EI) in second/foreign language learning (L2) achievement. Though positive relationships have been reported, negative or non-significant relationships were also found. To date no study has quantitatively synthesized the overall effect size between EI and L2 achievement or the potential moderators influencing their relationship. The current meta-analysis fills this research gap by examining 39 independent studies with a cumulative sample size of 6,571 participants. Moderation analyses showed that the effect was stronger for female, collectivistic culture, and final grades as language measures (as opposed to standardized tests) but not influenced by educational level, major, specificity of L2 achievement, skills of language learning or publication year. Reasons for...