Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning enseñanza en línea e híbrida expresión escrita tecnología educativa

Resumen:

The present study investigated the effects of integrating the flipped classroom (FC) with Massive Open Online Courses (MOOCs) on intermediate English as a foreign language (EFL) learners’ writing, measured in complexity, accuracy, and fluency (CAF). To this end, 60 university students with intermediate proficiency in English were randomly divided into experimental and control groups. The former experienced the FC integrated with MOOCs; the latter underwent traditional face-to-face classes. All participants took two essay writing tests: one at the beginning of the study as the pretest and another at the end as the posttest. The results showed that integrating the FC with MOOCs had a significantly positive effect on the experimental group’s writing in terms of CAF and its subcomponents. However, there was no significant difference...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas evaluación autoevaluación MCER

Resumen:

High-stakes tests often report outcomes without shaping what learners do next. In large, CEFR-aligned English as a foreign language (EFL) programs, evidence is limited on whether brief, scheduled reflection can turn assessments into learning and improve calibration (alignment between self-ratings and scores). A sequential explanatory mixed-methods study was conducted with 389 tertiary learners who completed two midterm exams 8 weeks apart. The intervention combined pre-exam CEFR “can-do” self-ratings with a short, teacher-led dialogue, and nonparticipants served as a comparison group. Quantitatively, achievement was compared with ANCOVA (Exam 2 adjusted for Exam 1), and calibration was tested per skill with χ²/Cramér’s V . Scores declined across the term in both groups, but the decline was smaller with reflection. Calibration patterns...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas motivación diferencias individuales práctica docente

Resumen:

Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: pronunciación prosodia fonética estudiantes chinos

Resumen:

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En este artículo se pretenden desarrollar una serie de actividades verbo-tonales dirigidas a estudiantes sinohablantes, que poseen determinadas desventajas lingüísticas respecto al español. Por una parte, se plantea favorecer la expresión y reconocimiento de las emociones, mientras que por otra parte se pretende fomentar la práctica del sonido [r]. La propuesta didáctica se compone de tres fases donde primero se presentan y practican las entonaciones del español, después se tratan las emociones asociadas con colores en base a la película Del revés (favoreciendo primero la destreza de comprensión auditiva y, después, la expresión oral). En la última fase los estudiantes ponen en práctica lo visto...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores educación superior competencia digital

Resumen:

Teachers’ beliefs play a critical role in shaping how AI tools are interpreted and used in instruction, yet these beliefs have rarely been systematically assessed in university language teaching. This study aims to develop and validate a measurement instrument for assessing teachers’ beliefs about AI-assisted instruction, grounded in the Intelligent-Technological Pedagogical and Content Knowledge framework. A sequential, two-wave quantitative design was employed, with data from 508 teachers used for exploratory factor analysis (EFA), followed by confirmatory validation using an independent sample of 487 teachers. Data analyses were conducted using SPSS for EFA, AMOS for confirmatory factor analysis and Mplus for measurement invariance testing. The results supported a reliable five-factor belief structure: AI knowledge beliefs, AI...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita enfoque por tareas cognición y procesamiento educación superior

Resumen:

The present study investigated the potential of writing in English as a foreign language (EFL) for language learning by manipulating cognitive task complexity based on related models and hypotheses. English essays written by 59 Chinese postgraduate EFL students from different subject areas were analysed with reference to writing complexity, accuracy, and fluency (CAF). Results showed that task complexity had no significant effect on EFL learners’ lexical complexity but had an influence on their syntactic variation in EFL writing. Findings suggest that manipulating writing task complexity could be a feasible means to promoting and enhancing EFL learners’ language learning. Such findings might broaden our understanding of the relationship between EFL writing and language learning in an EFL learning context. The interplay of EFL writing...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas expresión escrita cognición y procesamiento adquisición de segundas lenguas

Resumen:

Task design features have different effects on second language (L2) production and can be adopted for different pedagogical purposes. However, the synergistic effects of task features were left unexplored in the extant task-based literature. The present study investigated the synergistic effects of two task design features, namely, prior knowledge and reasoning demands, on the writing performance of Chinese learners of English as a foreign language (EFL). Fifty EFL learners were invited to complete two writing tasks, with varying reasoning demands, under one of two conditions, namely, with prior knowledge available or without prior knowledge available. Their written texts were analysed in terms of complexity, accuracy, fluency, and communicative adequacy, to reflect the multi-componential nature of task performance. The results...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: cultura competencia intercultural enseñanza/aprendizaje de vocabulario escritura creativa

Resumen:

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La gastronomía es uno de los temas más recurrentes en la enseñanza de segundas lenguas, no solo por el aspecto meramente culinario, sino también debido a la carga cultural que lleva aparejada. En el caso del aprendizaje del español como lengua extranjera, la cocina juega un papel fundamental en el día a día de los alumnos en inmersión lingüística. La amplia oferta y variedad de productos, platos y dietas en ocasiones es ignorada por los alumnos por su falta de información o su adscripción a circuitos típicos de estudiantes en los que predominan los productos baratos y escasamente sanos. Por ello, «¡Para chuparse los dedos!» está concebida como una actividad de localización y descarte de los tópicos...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: materiales audiovisuales cultura tecnología educativa motivación

Resumen:

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La utilización de medios audiovisuales es de sobra recomendable en el aula de E/LE por diferentes razones. La primera de ellas es que el alumnado ha cambiado. Nuestros estudiantes están generalmente acostumbrados a desarrollar cualquier tipo de competencia o actividad a través de algún medio audiovisual. Todos los estudiantes ven películas, escuchan música y navegan por Internet sin el menor problema. Entonces, la pregunta resulta obvia: si los estudiantes no son competentes en los formatos analógicos tradicionales, ¿por qué seguimos basando nuestras clases en dichos métodos?

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning motivación enseñanza/aprendizaje de la gramática educación primaria y secundaria

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: aula invertida/flipped learning aprendizaje autónomo enseñanza en línea e híbrida reflexión docente

Resumen:

The Covid-19 pandemic required a transformation into innovative classroom pedagogies that expected language learners to become more active and shoulder more responsibilities than before. In this article, I report on my first experience of doing exploratory practice to examine online flipped classrooms used to develop English as a foreign language (EFL) students’ self-directed learning. In a classroom-based mixed-methods study, I examined and puzzled over classroom practices that may promote learners’ self-directed readiness in the context of a university-level writing class. The results indicated a significant increase in my students’ desire for learning and self-control. They also showed that learners need technical assistance and psychological support to increase their self-directed learning skills and become more self-directed and...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: literatura competencia comunicativa comprensión lectora propuestas didácticas

Resumen:

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En esta unidad didáctica que presentamos, hemos tenido en consideración la teoría comunicativa (Dell Hymes) que postula que, para poder actuar de una manera eficiente en una comunidad, no basta con construir enunciados gramaticalmente correctos, sino que estos deben adaptarse al contexto situacional en el que se insertan.

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: español como lengua de herencia evaluación diseño curricular educación superior

Resumen:

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La creciente presencia de hablantes de herencia en los programas de español como segunda lengua de España nos ha hecho percatarnos de las necesidades de este tipo de alumno. Por ello, resumimos las investigaciones y reflexiones que se han llevado a cabo en diferentes universidades estadounidenses sobre los hablantes de herencia en clases universitarias, enfocándonos en las pruebas de clasificación. En primer lugar, definimos el perfil del hablante de herencia, haciendo énfasis en sus fortalezas y debilidades lingüísticas y destacando lo que lo distingue de un alumno de español como segunda lengua. A continuación, describimos los intentos que se han hecho en diferentes universidades con una...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresiones idiomáticas competencia léxica influencia de la L1 enseñanza/aprendizaje de vocabulario

Resumen:

Factors that predict second language (L2) collocation knowledge have been extensively studied, but research on predictors of L2 knowledge of idioms is still limited. The aim of the present study is to examine the effect of various factors established in L2 collocation research on idioms. These include L2 proficiency, idiom frequency, and congruency status (whether the idiom can be literally translated into the first language or L1). To that end, 225 L1-Arabic–L2-English speakers completed three measures (familiarity rating, meaningfulness rating, and meaning recall) involving 72 English idioms, half congruent and half incongruent. Additionally, the participants completed a vocabulary size test as a rough measure of their English proficiency. We initially examined the association between the ratings provided by the L2 participants and...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita análisis de errores enseñanza/aprendizaje de lenguas

Resumen:

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners’ revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness (i.e., underlining only and underlining+metalinguistic cues). Fifty-three intermediate level learners of English as a second language (ESL) were divided randomly into four groups: One direct, two indirect, and a control group. Students produced three pieces of writing from different picture prompts and revised them over a three-week period. Each group also produced a new piece of writing two weeks later. The study included seven sessions: Writing 1, revision of Writing 1, Writing 2, revision of...

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