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 lenguas feedback/retroalimentación expresión escrita

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This study examined the effect of feedback, feed up (comments on goals and students’ success in achieving goals) and feed forward (comments on the next step in learning during the semester) on writing motivation, writing self-efficacy, and writing anxiety. Two hundred and ten female intermediate language learners (agemean = 17.2) were assigned to seven experimental conditions: feedback, feed up, feed forward, feedback + feed up, feedback + feed forward, feed up + feed forward, and feedback + feed up + feed forward (n = 30 for each group). Based on group assignment, the participants received feedback, feed up, and feed forward for 12 sessions and took writing motivation, writing self-efficacy, and writing anxiety scales as pretest and posttest. The results of MANOVA and paired samples t-test comparisons indicated that groups that...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación creencias y actitudes de los estudiantes factores afectivos

Resumen:

This mixed-methods study examined how learners’ competence-based and affect-based trust in their teachers predicted their feedback-seeking behaviors both directly and indirectly through their internal cost–value analyses. Questionnaire data were collected from 207 foreign language learners at a North American university, and interviews were conducted with seven participants with high vs. low levels of trust in their teachers. Multiple regression results showed that competence-based and affect-based trust predicted learners’ feedback-seeking behaviors (both monitoring and inquiry), and these relationships were mostly mediated either positively by feedback value or negatively by the self-presentation cost of feedback-seeking. Analysis of the qualitative data supported the quantitative findings, highlighting radically different concerns...

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Tipo: artículo

Metodología: estudio empírico

Temas: input atención a la forma cognición y procesamiento

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This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2) textually enhanced, expeditious reading, (3) textually non-enhanced, careful reading, and (4) textually non-enhanced, expeditious reading. For the enhanced conditions, the target L2 construction, i.e. the use of English participle phrases in the restrictive use, was typographically enhanced using a different color. In addition, the reading task was manipulated in terms of the speed and the manner of reading, i.e. careful reading to remember textual information as accurately as possible or...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza a niños aprendizaje informal educación primaria y secundaria

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Despite the wide recognition of the importance of parental involvement in children’s English learning, research in this area has only gained momentum since the last two decades. This article systematically reviews studies on parental involvement in children’s English learning from 2000 to 2025. Through a rigorous paper selection process, 67 empirical studies were included for final synthesis. The analysis identified three major themes: (1) parental beliefs and attitudes, (2) parenting practices, and (3) challenges and strategies of parental involvement. The findings reveal the dynamic and complex relationships among these aspects of parental involvement, highlighting their differential impacts on children’s English learning, which is often influenced by various individual and contextual factors. Based on these findings, the review...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas study abroad/estudios en el extranjero sociolingüística

Resumen:

During study abroad, second language learners encounter real-world language that contrasts with what they have learned. To better support students while abroad, one of the researchers of this study designed explicit instruction around dialects and language variation in the German-speaking world as part of an 8-week summer program in Vienna, Austria and Freiburg, Germany. A qualitative text analysis of questionnaire data collected before, during, and after the program, student diaries, and extemporaneous notes shows that while time abroad in general leads to student growth in their understanding of real-world language use and variation, explicit instruction on dialects allowed students to be better able to make sense of their own experiences with the non-standard varieties. In doing so, they also gained insight into larger...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos interacción

Resumen:

Willingness to communicate (WTC) plays a key role in foreign language learning. However, little research has been devoted to the role of achievement goals and achievement emotions in understanding WTC. The present study aimed to examine the relationship between achievement goals (i.e. mastery goals, performance-approach, and performance-avoidance goals) and WTC via achievement emotions, specifically enjoyment and anxiety. Chinese secondary school students ( N = 408) participated in this study. Both variable- and person-centered approaches were used to analyse the data. Study 1 used a variable-centered approach to investigate the relationship between achievement goals and WTC. Results indicated that mastery and performance-approach goals were positively associated with WTC via higher levels of enjoyment. However, anxiety was not...

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Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación expresión oral enfoques y métodos

Resumen:

Shadowing is a technique that has been shown to significantly improve English language learners’ (ELLs) oral fluency and comprehensibility. However, previous research showing dramatic gains over time for ELLs has varied in design, with some studies including control groups and others not, thus complicating interpretations of efficacy. These studies have also been conducted in English and other languages with attention to advanced-level ELLs and beginning-level ELLs. Additional research is needed to provide insight into the effect of shadowing on intermediate learners, as well as using treatment and control groups to get a more accurate picture of identified changes in fluency, comprehensibility, accentedness, and imitative ability. A ten-week quasi-experimental study of text shadowing practice was conducted with intermediate-level...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos creencias y actitudes de los estudiantes

Resumen:

L2 motivational self system (L2MSS) has offered novel pathways for motivating language learners by introducing the concepts of possible selves, vision and imagery. The aim of the study was to examine the effectiveness of a vision-based motivational intervention program in improving motivational attributes of Iranian learners of English as a foreign language (EFL). A total of 51 male and female adult Iranian EFL learners formed the experimental and control groups. The experimental groups received the treatment during an academic semester. The intervention consisted of six steps and included various tasks and activities to improve the students’ vision and imagination. A Likert scale self-report questionnaire was administered before and after the intervention. Marginal qualitative data was also collected for a more in-depth analysis of...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción multimodalidad feedback/retroalimentación

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This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large US university. The analysis reveals how a teacher coordinates resources such as language, prosody, gaze, gesture, body movements, and objects during and immediately following TTRs to mitigate negative evaluation, direct student attention to trouble sources, and intimate answers. The findings show that...

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