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: interacción enseñanza a niños enseñanza/aprendizaje de vocabulario

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As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida CALL/ELAO motivación

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This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory...

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Tipo: artículo

Metodología: estudio empírico

Temas: comunicación no verbal andamiaje/scaffolding comprensión oral

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This study investigated the extent to which different pedagogical gestures contribute to learners’ foreign or second language (L2) narrative recall, and further discussed how task complexity and task difficulty (i.e. working memory capacity or WMC) influence recall performance. Sixty-four adolescent learners, assigned to four different gesture viewing conditions (iconic gestures, deictic gestures, beat gestures, or no gesture), were required to listen to an instructor telling two stories (one complex and one simple) and then retell both stories twice: once immediately after listening (immediate recall) and a second time two weeks later (delayed recall). Recall performance was evaluated by the number of relevant pieces of event and motion information produced in the participants’ retelling. The results show that L2 learners who were...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora materiales didácticos creación de materiales

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This study explores the effectiveness of modified Kazakh literary texts in teaching Kazakhs as foreign languages. Using a quasi-experimental design, 36 university students were divided into two groups: teacher-modified texts were provided to the experimental group and the control group used the original versions. The experimental group showed markedly greater improvements in reading speed and test results. A quarter of the experimental group participants reported experiencing greater motivation toward reading and forming daily reading habits, which was not observed in the control group. The graded readers were rated as having suitable difficulty by 33.3% of the experimental group, whereas 38.9% of the control group found the original text too difficult. The results indicate that there is a need for a uniform process to create graded...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: motivación teorías de aprendizaje metodología de investigación

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Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement,...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes creencias y actitudes de los profesores factores afectivos

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A limited number of studies have investigated the factors that influence academic success and failure from the perspectives of both students and lecturers of English as a foreign language (EFL). The present study utilizes a complexity theory framework to uncover academic success and failure factors from the perspectives of Saudi EFL learners and lecturers in a public university context. The sample consisted of 64 EFL lecturers and 219 EFL students who completed the success and failure questionnaires adapted from Killen’s study. Descriptive statistics and exploratory factor analysis were used to analyse the data. The results support the complexity theory perspective, where teachers and students are unique systems, each with their own attitudes, beliefs, and influences, shaped through interactions with other systems. Lecturers’ and...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita estrategias de aprendizaje comprensión lectora

Resumen:

This study examined the components of writing strategies employed in the story continuation writing task (SCWT) and investigated how these strategies related to different aspects of writing performance. Specifically, it adopted factor analyses to validate the strategy subscale of Ye et al.’s (2021) writing performance questionnaire and used structural equation modeling (SEM) to explore the relationship between strategy use and writing performance, as measured by the holistic writing scores and 11 textual indices. The data comprised 330 questionnaire responses and 330 SCWT essays produced by the same group of high school English as a Foreign Language learners selected through convenience sampling. Factor analyses identified three task-specific strategy components: reading_to_select , reading_to_organize , and content_developing . These...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas comprensión oral pronunciación

Resumen:

While most empirical studies have investigated the improvement of learners’ L2 spoken proficiency via speaking-related interventions, the present study examined the same topic through a different modality: listening. Ninety-five first-year tertiary-level students of English as a second language (ESL) in Hong Kong participated in this three-month experiment. They were separated randomly into three groups: (A) narrow listening with latitude for learners to choose their own materials; (B) narrow listening without such latitude; and (C) a control group without narrow listening. All participants attended a compulsory course on English phonology. Narrow listening was set as homework for the two experimental groups A and B. The overall results indicated that groups A and B improved significantly more than group C in pronunciation and fluency...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos diferencias individuales

Resumen:

This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903 EFL learners in Iran, assessed at two time points. Structural equation modeling (SEM) is utilized to analyse the hypothesized reciprocal and predictive effects. The findings reveal a significant lagged effect of ideal L2 self on both FLE and grit, suggesting that a stronger ideal L2 self at the initial assessment predicts higher levels of FLE and grit at the subsequent time point. Additionally, growth mindset exhibits a significant...

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