Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario vocabulario influencia de la L1

Resumen:

This study explores whether middle-school students can exploit explicitly addressed crosslinguistic lexical similarities between German and English to learn vocabulary more efficiently. Across six weeks, 260 Swiss German learners of English as a foreign language (17 classes) completed three vocabulary learning tests (T1, T2 and T3). Additionally, 7 of these 17 classes attended a 90-minute intervention between the first and second test: During a 45-minute introductory lesson students discovered four systematic orthographic correspondence rules (e.g.

to as in ship and Schiff), followed by three 15-minute sessions to consolidate their knowledge. The intervention group's improvement in cognate learning was significantly larger in comparison to the control group. The difference was observed across both test modes and all rules...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos creencias y actitudes de los estudiantes

Resumen:

Learner engagement has been the focus of a growing amount of research in recent years both in general educational psychology and the field of second language acquisition (SLA). However, while recent contributions on learner engagement in language classrooms have provided valuable insights, the field is still only at the early stages of understanding the complexity of the concept and creating a strong empirical evidence base. This study is intended to contribute to our current understanding by investigating both learners' and teachers' perceptions on what might prevent motivated second language (L2) learners from engaging with language learning in and out of classrooms. A total of 39 learners and teachers were interviewed in two countries, England and Finland, and the results indicate a variety of potential reasons for motivated...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: factores afectivos diferencias individuales adquisición de segundas lenguas

Resumen:

Boredom, though a significant emotion in second language acquisition, has received less attention compared with anxiety and enjoyment. Existing research on the effects of boredom presents mixed findings. To date, no study has systematically synthesized evidence regarding its impact on language achievement and its potential moderating factors. This study addresses this gap by conducting a meta-analysis to examine the influence of boredom on language achievement. A comprehensive analysis of 23 studies involving 9,154 participants was performed. The results from the random effects model revealed a small to medium negative effect size (r = −0.34), indicating that boredom has a detrimental impact on language achievement. Furthermore, moderator analyses identified significant variations in effect sizes across different research contexts,...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación expresión escrita adquisición de segundas lenguas

Resumen:

There is growing consensus that the provision of Written Corrective Feedback (WCF) on second language (L2) writing is beneficial for long-term L2 development. Yet, while WCF may help improve linguistic accuracy, there is no evidence that it promotes the development of linguistic complexity. Further, WCF is also often laborious and time-consuming for the provider. One intervention that may mitigate the above is learner exposure to comparator (model) texts. Studies have demonstrated that the use of comparators can lead to noticing and uptake in immediate revisions. However, no attempt has been made to ascertain the longer-term effect of comparators on the complexity and accuracy of new pieces of writing. Using a pre-, post-, delayed post-test design, this study examined the effects of two interventions on the complexity and accuracy of...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos influencia de la L1 diferencias individuales

Resumen:

Although researchers have found strong relationships between first language (L1) skills and second language (L2) anxiety, less is known about how L1 skills in primary school impact L2 anxiety years after L1 has been acquired. Previous research lacked evidence for the mediating role of L2 aptitude and L2 achievement in the relationship. This study applies structural equation modelling to examine pathways by which L1 skills are associated with L2 anxiety via the mediators. Sixty-five students were administered L1 skill measures from 1st–5th grades, then followed over 10 years when completing L2 courses in high school. We examined the model across six different ages and found the effect of L1 skills on L2 anxiety was indirect through L2 aptitude and L2 achievement, indicating the impact is better understood through the mediators. The...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: factores afectivos diferencias individuales adquisición de segundas lenguas

Resumen:

Emotional intelligence (EI) has been a focus of interest in foreign language education over the last few decades. Foreign language anxiety (FLA) is a central issue in foreign language learning, as it is the most common negative emotion that language learners experience and may hinder the language learning process. The present study scrutinizes the relationship between EI and FLA by conducting a systematic review and meta-analysis of existing literature. A systematic search of related databases generated 40 eligible studies published between 2003 and 2024 (n = 11,590 samples), of which 14 (n = 4,789 samples) were subject to a meta-analysis to assess the overall effect size of EI on FLA. The majority of studies in the review found a significant negative correlation between EI and FLA, with research conducted across 12 countries using...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enfoque por tareas metodología de investigación publicaciones académicas

Resumen:

This article reports on a systematic review of oral task repetition research carried out between 1996 and 2023. This review focuses on the methodological features of these studies, specifically on issues related to how tasks have been spaced and repeated within this body of research. This review starts with an overview of the concept of input spacing and the major methodological paradigms that have been used to investigate it across the psychological sciences. It then discusses task repetition, providing definitions and elaborations of theoretical models, discussing why spacing might influence task performance, and how this informs the synthesized research. The article then presents a synthesis of the methods and results of the 107 studies that have been analysed as part of the synthesis. The methodological synthesis includes analyses...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos enseñanza/aprendizaje de vocabulario vocabulario

Resumen:

While researchers in the second language (L2) field often consider that L2 anxiety determines subsequent L2 achievement, an emerging line of research suggests that language skills better predict L2 anxiety. This viewpoint has yet to be experimentally evaluated, and thus it motivated the present study. Two groups of university language students enrolled in the Department of English as an L2 were followed over one semester at three time points while taking a general university course unrelated to language learning. The experimental group received extra instruction (course unrelated) designed to expand their L2 vocabulary knowledge, including strategies for learning and using new vocabulary in real-life contexts over the whole semester. A typical teaching method was delivered to the control group. The conditional dual-domain latent...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado factores afectivos diferencias individuales

Resumen:

This survey study explored the role of three psychological individual factors (trait emotional intelligence, emotion regulation style, and emotion regulation difficulty), one work-related individual factor (teaching experience), and one work-related contextual factor (class size) in different facets of language teachers' well-being. To capture well-being, a sample of 254 language teachers completed the Workplace PERMA Profiler and the Psychological Well-Being Scale. Before data were analyzed via regression analysis, the psychometric properties of both well-being instruments were evaluated through confirmatory factor analysis. Results showed that the instruments measured theoretically related albeit distinct constructs and that the originally theorized factor structures of the adopted well-being models could not be replicated with...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación factores afectivos español como lengua extranjera

Resumen:

Drawing on self-determination theory, this study examined the relationships between after-class emotions (enjoyment, anxiety, and boredom) and intrinsic motivation across four Spanish language skills in a self-directed L3 learning context. Participants were 612 Spanish majors from six universities in Northern China. To capture positive after-class emotional experiences, a three-dimensional after-class Spanish enjoyment scale was developed and validated. Latent profile analysis identified three distinct configurations of skill-specific intrinsic motivation: balanced, high writing–speaking, and high listening–reading. Multinomial logistic regression indicated that autonomy- and mastery-based enjoyment were associated with higher odds of membership in the balanced and high writing–speaking profiles, whereas effort-management anxiety and...

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