Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje expresión escrita comprensión lectora motivación

Resumen:

The interconnectedness of reading and writing necessitates a dynamic approach to learning, particularly for English as a Foreign Language (EFL) learners. Self-regulated reading-to-write (SR-R2W) emerges as a promising approach, empowering EFL learners to consciously integrate reading and writing to address writing weaknesses and enhance writing proficiency. However, individual differences in EFL learners’ self-regulated R2W and writing strategy use remain largely unexplored. This study proposed a revised self-regulated writing (RSRW) framework by integrating SR-R2W into the existing self-regulated writing framework. Building on this framework, the study identified distinct SR-R2W and RSRW profiles and examined their associations with English reading, writing, and general performance, as well as motivational beliefs. Participants were...

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Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística input colocaciones atención a la forma

Resumen:

The purpose of this study was to find out, whether three methods of presenting input, were effective in relation to language aptitude. Persian-speaking learners of English were provided with 20 grammatical collocations (verb–preposition collocations) embedded in authentic passages, lexically/grammatically elaborated passages, and lexically/grammatically elaborated passages with shorter sentences and enhanced target collocations. Participants were assessed on their receptive knowledge and productive knowledge of the grammatical collocations by a posttest and a delayed posttest, and their scores were correlated with various measures of language aptitude. The results suggested that modified elaborated input, which provided more focus on form (FonF), positively affected immediate and long-term gains in receptive knowledge and ruled out...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: educación primaria y secundaria migración y acogida evaluación Portfolio Europeo de las Lenguas (PEL)

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El alumnado no nativo en secundaria obligatoria (ESO) requiere una atención y una adaptación curricular específicas, por lo que el profesorado ha de emplear las estrategias necesarias para que pueda adquirir en poco tiempo la lengua vehicular, imprescindible para poder progresar en el resto de materias. La obligatoriedad de este nivel educativo y las exigencias para poder promocionar dificultan el proceso, especialmente a la hora de aplicar los criterios de evaluación y de calificar al alumno. Una alternativa complementaria a la evaluación oficial la constituyen los materiales y herramientas de E/LE, puesto que permiten valorar los progresos lingüísticos del alumno y comprobar el grado de...

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Tipo: artículo

Metodología: trabajo teórico

Temas: evaluación autoevaluación Portfolio Europeo de las Lenguas (PEL) aprendizaje autónomo

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En los últimos años ha habido un creciente interés por lo que se ha venido en llamar evaluación alternativa o evaluación auténtica. Este interés ha venido acompañado por un uso creciente de la llamada evaluación formativa en contraposición a la evaluación sumativa. En el ámbito de E/LE, esto se ha podido observar en la creciente popularidad en el uso de portafolios como herramientas de evaluación, a raíz de la creación del Portfolio Europeo de las Lenguas, propuesto por el Consejo de Europa.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial corpus fraseología escritura académica

Resumen:

With a pretest/posttest/delayed posttest design, this quasi-experimental study compares the effectiveness of corpus use versus generative AI (GenAI) use in helping undergraduate students learn multiword constructions (MWCs) in written academic English and examines the moderating effects of learners’ learning styles. Six intact writing classes with a total of 210 students were assigned to one of three instructional groups with each group including two intact classes: Experimental Group 1 (using data-driven learning [DDL] only), Experimental Group 2 (employing GenAI-assisted learning combined with corpus analysis of teacher-generated concordance lines), and Control Group. MWC learning was measured by a MWC production test and a writing test that assessed both the overall writing quality and the frequency and number of types of MWCs used...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas enseñanza/aprendizaje de vocabulario competencia léxica cognición y procesamiento

Resumen:

Spacing is a crucial factor in foreign language word pair learning. However, findings regarding optimal spacing in this domain have been inconsistent. Therefore, adopting a treatment-immediate-delayed post-test design, the current study investigated the optimal spacing for both receptive and productive word knowledge across different test timings during foreign language word pair learning. A convenience sampling method was used to recruit 152 pre-intermediate English learners to participate in this study. The study manipulated spacing schedules (equal, expanded, and contracting) and examined their effects on receptive and productive word knowledge in immediate and delayed post-tests. The results revealed an advantage for contracting spacing for both receptive and productive word knowledge in the immediate post-test. However, for...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas enfoque por tareas expresión oral diseño curricular

Resumen:

This study investigated the optimum task sequence for second language (L2) novice learners of English. One set of task sequences was manipulated using a deductive and theoretical SSARC (simplify–stabilize–automatize–restructure–complexify) model, and two sets of task sequences were manipulated based on a teacher’s inductive classroom observations. A total of 76 undergraduates at a private university in Korea were divided into three groups for the task sequences: task complexity (TC), guided planning with vocabulary (GPV), and guided planning with content (GPC). While the four oral tasks were sequenced according to the resource-directing dimensions [± elements] and [± reasoning] in all three groups, the TC group received pretask planning, the GPV group received teacher-led guided planning with words, and the GPC group received teacher-...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: cómic/historieta cultura herramientas creación de materiales

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Se presenta una actividad de innovación vinculada al uso del cómic para la enseñanza de contenidos de geografía, en el marco de un curso de Lengua Española y Cultura Hispana, destinado a estudiantes universitarios extranjeros. La actividad propuesta se basa en el uso de Pixton, una herramienta que permite crear cómics en línea. La experiencia se llevó a cabo de forma cooperativa en un Taller de Geografía de España. Tras analizar más de 40 herramientas TIC para la creación de cómics, se seleccionó Pixton y se diseñó una actividad y un material específico de apoyo para su puesta en práctica en el aula de E/LE. Los resultados obtenidos con esta experiencia demuestran que la herramienta, la...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación feedback/retroalimentación formación de profesores teoría sociocultural

Resumen:

Grounded in sociocultural theory, this study examines how the formative assessment teacher cognition (FATC) of a pre-service English as a foreign language teacher developed within a teacher education context. Adopting a longitudinal single-case design, the study traces the trajectory of one focal participant, Ela, across a 10-month teaching practicum. Multiple qualitative data sources were triangulated, including interviews, reflective journals, lesson plans, classroom observations, and pre- and post-observation conferences. Data were analyzed through a hybrid approach combining reflexive thematic analysis and sociocultural discourse analysis to capture both the content and interactional dynamics of cognition-in-action. Findings indicate that Ela’s FATC evolved through two key shifts: (a) reconceptualizing corrective feedback from an...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas formación de profesores creencias y actitudes de los profesores práctica docente

Resumen:

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos creencias y actitudes de los estudiantes comprensión oral expresión oral

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This article outlines the development of a 16-item instrument for measuring language learner’s foreign language self-efficacy (SE) concerning their speaking and listening skills through repeated administrations to groups of Japanese tertiary students. Responses were analysed through the Rasch model, which allows researchers to investigate unidimensionality of each proposed component, as well as the functioning of individual items. Logit scores from Rasch were used for a regression analysis of listening SE with listening proficiency test data, and a correlation study with speaking SE and speaking proficiency scores of a subset of participants. The results suggest that the two proposed components in the instrument are unidimensional and are able to differentiate between different levels of SE among participants. Also, there are low to...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: dramatización expresión oral motivación educación primaria y secundaria

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En esta experiencia práctica, pretendo proponer una serie de actividades que podemos realizar en las clases de español para extranjeros utilizando las técnicas dramáticas y que conseguirán despertar el interés de los alumnos por el estudio de la lengua española, disfrutarán, aprenderán y serán los constructores de su propio conocimiento. Todas ellas, las he realizado en mis clases con alumnos de edades comprendidas entre catorce y diecisiete años en los niveles A1-A2 y B1, aunque se pueden realizar en el resto de niveles. Todas se pueden adaptar a las condiciones, al contexto y a las necesidades de los alumnos.

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Tipo: artículo

Metodología: propuesta didáctica

Temas: paremias fraseología registro coloquial cultura

Resumen:

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Esta experiencia trata de acercarnos a la palabra para mejorar las competencias comunicativas orales y escritas de los nuevos hablantes de nuestro idioma. El uso de los refranes se incluye en el ámbito del nivel popular; en él abunda la subjetividad, se economizan considerablemente los medios lingüísticos y aparecen numerosas apelaciones al oyente. Relativo a esto podemos señalar que los proverbios y refranes son expresiones de contenido moral y didáctico que se transmiten de manera oral.

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje competencia digital diferencias individuales educación superior

Resumen:

Major advances have been made in understanding language learning strategies (LLS). However, rapid changes in human interaction induced by the internet and web 2.0 warrant a re-assessment of LLS in today’s context, especially vis-à-vis digital nativeness. Therefore, a large-scale quantitative investigation involving 891 college students was conducted. Their LLS use patterns and frequency and their level of digital fluency were examined using two instruments: Oxford’s Strategy Inventory for Language Learning (SILL) and Teo’s Digital Natives Assessment Scale (DNAS). The participants reported moderate usage of all the strategies described in SILL. However, they reported using specific SILL categories (compensation, memory, and metacognitive) more frequently than others (social, cognitive, and affective). Participants with different levels...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los profesores enseñanza a niños enfoque por tareas educación primaria y secundaria

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This exploratory study investigated second language (L2) teachers’ perceptions and assessment of young learners’ (aged 8–10 years) engagement, particularly focusing on the definition of engagement, its indicators, the teachers’ assessment of engagement during live task performances in intact classes, and their use of engagement-promoting strategies. The participants included 12 experienced L2 teachers recruited from various primary schools in Vietnam. Their perceptions regarding young learner engagement, its indicators, live engagement assessments, and engagement-promoting strategies were elicited using multiple tools, including semi-structured interviews, classroom observations, field notes,...

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