Tipo: artículo

Metodología: estudio empírico

Temas: cultura competencia intercultural creencias y actitudes de los profesores

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Teaching culture in Foreign Language (FL) education has evolved from a domain focusing on the reproduction of cultural facts to a domain in which culture is seen as a dynamic concept. Persistent challenges remain concerning the implementation of Teaching Culture as a Dynamic Concept (TCDC). Teachers’ ideas concerning FL culture teaching are considered to be varied and researchers indicate culture teaching practices are not aligned with scholarship on FL culture teaching. This study aimed to gain more insight into the perceptions and practices of teachers who pioneer in TCDC. For this study we interviewed 13 FL teachers in secondary education who pioneer in TCDC. Transcripts from the interviews...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario comprensión oral input

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The study examines the effects of repetition on vocabulary learning within the context of three types of explicit aural vocabulary instruction – second language (L2) vs. codeswitching (CS) vs. contrastive focus-on-form (CFoF) – among 98 Chinese secondary school learners of English as a foreign language. It also explores how the effects of repetition on vocabulary learning were moderated by learners’ listening proficiency and preexisting levels of vocabulary knowledge. Within a 12-week pre–post test quasi-experimental design, learners listened to explicit vocabulary instruction for 20 target words, five of which were repeated four times, five repeated five times, five repeated seven times, and the...

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Tipo: artículo

Metodología: estudio empírico

Temas: gamificación juegos motivación

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This study examined the effectiveness of Nihongo Quest, a theory-driven role-playing game (RPG) developed for beginner learners of Japanese. Sixty undergraduate students participated in an eight-week quasi-experimental study comparing a game-based learning (GBL) condition with a traditional textbook-based condition. Results indicated that participants in the GBL group demonstrated significantly greater gains in vocabulary ( d = 1.45) and grammar ( d = 1.05) than those in the textbook group. In addition, the GBL group reported higher levels of intrinsic motivation ( η ² = .25) and lower levels of language learning anxiety ( η ² = .16). These outcomes are attributed to the game’s systematic alignment with core second language acquisition (SLA) frameworks, including the input–interaction–output (IIO), self-determination theory (SDT),...

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Tipo: artículo

Metodología: estudio empírico

Temas: CALL/ELAO feedback/retroalimentación enseñanza/aprendizaje de la gramática

Resumen:

Although most second language learning studies involve high-educated participants, addressing low-educated participants seems important as research suggests that education background impacts second language (L2) learning efficiency. A controversial point in the L2 learning literature is the role of corrective feedback (CF). Research on CF in relation to individual differences, including education background, requires controlled experimental environments. This article presents a study in such a controlled environment: a computer assisted language learning (CALL) system with logging capabilities and automatic speech processing to provide CF on spoken grammar practice. In the experiment, 68 Dutch L2 learners were randomly assigned to either an automatic grammaticality CF condition or a NOCF (no corrective feedback) condition. We analysed...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado factores afectivos diferencias individuales

Resumen:

Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present study investigated the roles of three individual difference factors, namely, growth teaching mindset, teaching grit, and emotion regulation in EFL teachers’ burnout. The data were collected from 218 EFL teachers through convenience sampling. The results of regression analysis and relative weight analysis indicated that growth teaching mindset and teaching grit negatively predicted burnout. In addition, while reappraisal emotion regulation...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas uso de la L1 en el aula práctica docente

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There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national contexts. Through an extensive survey of secondary school teachers of a FL in Spain and England we investigated teachers’ reported L1/L2 practices and the possible influence of pre-service training on these practices. We found that teachers in England reported greater use of the L1 than teachers in Spain across virtually all language functions. In both...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral vocabulario competencia léxica

Resumen:

In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the results seen in narrative, monologic lexical coverage studies that it is possible for intermediate EFL learners to attain adequate listening comprehension on texts with as little as 90% lexical coverage. However, variation in participants’ scores on higher lexical coverage dialogues suggest pseudo word distribution and topic familiarity might be acting as confounding variables in lexical coverage studies which use pseudo word manipulation. Suggestions for methodological reform for future projects...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos motivación estrategias de aprendizaje

Resumen:

For second language learners, second-language anxiety is a critical barrier to effective second-language learning, particularly in productive skills such as speaking and writing. Although previous research has underscored the importance of a growth mindset in second-language acquisition, its role in shaping self-regulated anxiety control strategies across different language modalities remains underexplored, especially regarding the potential for cross-modality transfer (i.e., the reciprocal influence between speaking and writing). This study innovatively extends the Second Language Motivational Self System and the Strategic Self-Regulation Model by integrating them with the Language Mindsets Meaning System to examine how a growth mindset of speaking promotes the use of self-regulated anxiety control strategies across both speaking and...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita escritura académica integridad académica

Resumen:

To avoid plagiarism, students have to learn the appropriate and effective ways of source text use, such as paraphrasing, summarizing, and citation. However, few studies have investigated how learners of English as a foreign language (EFL) employ copy and paraphrase as source text use strategies in completing writing tasks involving reading material, and how characteristics of the reading material, such as genre, affect such use. This article reports an empirical study that attempted to address the issue. Eighty students from an undergraduate program of a Chinese university wrote summaries for a narrative text and an expository text. Their drafts and the source texts are compared to identify instances of retention of strings of words from sources. Analysis of the summary scripts showed that participants heavily relied on the source...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes enseñanza/aprendizaje de la gramática atención a la forma

Resumen:

Although language learner beliefs are a distinct individual difference factor that can significantly influence the success of language learning, limited attention has been given to young language learners’ beliefs about grammar instruction and their relationship with students’ learning outcomes. In this study, we administered a questionnaire tapping into learners’ beliefs regarding grammar instruction to 277 Chinese primary school students and utilized the Cambridge Young Learners English Tests (A1 Movers) to measure their second-language proficiency, including listening, reading and writing, and speaking skills. Our results revealed that the participants preferred form-focused and inductive grammar instruction over meaning-focused and deductive grammar instruction. Moreover, the results of multilevel modeling suggested that the...

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