Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

The present study examined the interaction effects between teachers’ choice of language in lexical explanation and second language (L2) learners’ proficiency level on the learning of phrasal verbs and listening comprehension in a meaning-focused listening activity. Undergraduate L2 learners with two different levels of proficiency (intermediate and advanced) were assigned to three different conditions. These conditions included (1) code-switching, in which teachers briefly switched to learners’ first language for vocabulary teaching purposes, (2) L2-only, in which teachers maintained L2 for overall instruction and vocabulary teaching, and (3) control condition, in which learners were not given instruction about target vocabulary. The results revealed that teachers’ instruction about target vocabulary brought about more gains in...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes

Resumen:

This study examined changes in undergraduate students’ language mindsets and academic writing competence as a result of taking a one-semester English for academic purposes (EAP) writing course with a pre–post intervention on mindset. A total of 319 students participated in the study and completed a 10-week EAP course. The participants were administered the mindset questionnaire and the writing test at two different time-points. The results showed that the participants’ level in one component of growth language mindset (general language intelligence beliefs), and scores on the writing test increased significantly. The results of the latent profile analysis revealed three distinctive profiles among the participants at both time-points: Growth profile, Mixed profile, and Fixed profile. The Growth and Mixed profiles were found to perform...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Texto completo

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30...

Ver ficha completa