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: expresión oral dramatización formación de profesores

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Because most real-life foreign language speech is naturally unpredictable, spontaneous speech should be practiced in the foreign language classroom. Student teachers of English as a foreign language (EFL) may benefit from practising methodology for spontaneous speech practice. This article reports the findings for a study into EFL student teachers’ experiences with using improvisation activities, exploring the relevance of improvisation activities for spontaneous speech practice. The data include semi-guided texts and reluctant speakers’ interviews. The findings showed that improvisation activities facilitated spontaneous speech practice and strengthened speaking confidence through enjoyment. The...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: escritura académica tecnología educativa educación superior

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Academic writing, as a core skill in higher education, poses significant challenges in terms of language organization, logical reasoning, and creative thinking. Although educators have increasingly explored technology-assisted instruction as a solution, empirical findings on its effectiveness remain inconsistent. This meta-analysis therefore evaluates the overall effect of technology-assisted academic writing instruction and examines moderating factors by synthesizing 56 (quasi-)experimental studies from 6 databases, yielding 67 effect sizes. Findings revealed a significantly large and positive effect ( d = 1.209) of technology-assisted academic writing instruction on higher education students’ writing performance, with peak effectiveness observed in English-as-a-foreign-language contexts, genre-based approaches, low-intensity...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas escritura académica expresión escrita

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This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group (n = 41), which engaged in a SAWSES-based intervention incorporating reflective tasks, peer feedback, and process-oriented writing support, and a control group (n = 40), which received teacher-fronted, lecture-based, accuracy-focused instruction. Quantitative data from preintervention and postintervention surveys, supplemented by qualitative analysis of reflective journals, revealed significant gains in writing self-efficacy...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos educación primaria y secundaria

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Along with the evolution of positive psychology, research in noncognitive factors (e.g. enjoyment and boredom) has gradually flourished in second language (L2) education in recent years. However, previous studies have not examined how enjoyment, boredom, and motivational intensity concurrently predict the self-perceived L2 language proficiency (SPL2P) of younger L2 learners in the Chinese language learning context. To fill the gap, this study investigated 251 ( N = 251) L2 Chinese students from 13 elementary and secondary schools in New Zealand, a population that has scarcely been featured. Embracing the PROCESS macro software, the results of the moderated mediation model indicated that L2 motivational intensity significantly predicted SPL2P, and L2 enjoyment positively mediated the association between L2 motivational intensity and...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning enfoque por tareas expresión oral

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This study investigates patterns associated with the integration of video-based tasks within a flipped classroom model grounded in task-based language teaching (TBLT) in relation to English as a foreign language (EFL) learners’ speaking fluency, accuracy, and engagement. TBLT emphasizes meaning-focused, real-world tasks that encourage authentic communication and learner autonomy. The study involved 50 Indonesian university students enrolled in an advanced speaking course. Over 6 weeks, participants engaged with TED Talk videos outside the classroom and completed structured in-class speaking tasks aligned with TBLT principles. Quantitative findings showed observable differences between pre- and post-participation assessments, with gains in fluency (+1.56) and accuracy (+1.36) based on CEFR-aligned assessments and paired-sample t -tests...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje comprensión oral diferencias individuales

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The language learner strategies research field has often tried to identify the good language learner (GLL) by distinguishing more proficient from less proficient learners. However the notion of ‘good’ may be problematic without taking into account an individual’s linguistic knowledge (LK). This article foregrounds LK in relation to strategy use in the context of ‘listening to the teacher’: a language use task relatively under-researched. Secondary school students in Hong Kong (n = 646) completed a questionnaire and tests of LK including vocabulary and grammar. Lower LK learners reported using more translation strategies, whereas those with higher LK reported using a range of additional strategies. A further cluster analysis, however, indicated that a sub-group of lower LK learners were comparably strategic with the higher LK group...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: corpus expresión escrita tecnología educativa

Resumen:

The present study performs a meta-analysis to examine the effectiveness of corpus use in English as a second language (ESL) / English as a foreign language (EFL) writing. Data from 30 studies encompassing 56 effect sizes reported between 2000 and 2022 were collected for the analysis. Furthermore, multiple meta-regression analyses were conducted to explore the variables that may influence the observed effects. These variables are extracted from three groups of data: publication data, population data, and treatment data. The results demonstrate a large overall effect size (g = 0.95) for the impact of corpus use in ESL/EFL student writing performance. This finding suggests that utilizing corpora significantly enhances students’ writing abilities in these contexts. Moreover, the analyses of moderators reveal that the observed effects can...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática actos de habla estrategias de aprendizaje

Resumen:

This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners’ ability to write authentic email requests to faculty. Drawing on Taguchi’s (2018) classification of pragmatics learning strategies, the instructional intervention followed a strategy-based approach to help learners understand the form–function–context mapping of email requests in the academic context. A total of 110 naturally occurring email requests for action addressed to three faculty members were collected at two different times: as a pre-test (i.e. before engaging learners in the instructional period), and as a post-test (i.e. after learners’ participation in the treatment sessions). Learners’ email messages were analysed considering both their appropriateness of...

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Tipo: artículo

Metodología: estudio empírico

Temas: corpus enseñanza/aprendizaje de la gramática input

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This study examines whether learners exposed to specific example sentences through data-driven learning (DDL) can not only identify generalized linguistic patterns but also apply the patterns to other expressions, thereby demonstrating that DDL is a learning method based on a usage-based model. Forty-three Japanese learners of English participated in DDL activities to study the use of six verbs from two verb classes (three from the Throw class and three from the Whisper class) in terms of the dative alternation. Specifically, they studied whether these verbs can be used in the double object (DO) construction or the prepositional dative (PD) construction. The participants underwent pre-, post-,...

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