Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas interacción actos de habla

Resumen:

This study is theoretically grounded in interactional sociolinguistics, drawing specifically on speech act theory and politeness strategies to discuss how language choices negotiate social relations. It investigates classroom power dynamics by analyzing how teachers construct identities with directive speech acts. The research employs an ethnographic microanalysis to analyze discourse in a video-recorded interaction in a Portuguese as a foreign language (PFL) classroom for Chinese learners at a university in Macau. This methodological approach allows for a fine-grained examination of the linguistic design of directives and their impact on classroom interaction. The analysis reveals that the teacher strategically wields directives to enact interconnected identity positions, each shaping a distinct power dynamic: a negotiatory authority...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas inteligencia artificial alfabetización en IA

Resumen:

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Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI and associated capabilities. This article reports selected findings from a large mixed-method study which explored uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups,...

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Tipo: artículo

Metodología: estudio empírico

Temas: gamificación juegos storytelling/narración

Resumen:

In today’s society, marked by the spread of Covid-19 that forced the shift from a traditional face-to-face to a fully online setting, digital tools are becoming more and more essential to engage 21 st Century students in their classroom activities. In the context of ELT (English Language Teaching), Digital Game-Based Language Learning (DGBLL) has increasingly been shown to foster language development since its interactivity allows for the creation of a constructivist learning environment in which students do not experience feelings of stress and anxiety. This article aims to present the design, development, and testing of an original class-interactive storytelling game addressing EFL (English as a Foreign Language) Italian Secondary School students. Quantitative and qualitative data were collected and submitted to statistical and...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos interacción enseñanza en línea e híbrida

Resumen:

Although the role of emotions in willingness to communicate (WTC) of learners of English as a foreign language (EFL) has triggered abundant research in traditional, in-person language classes, little is known about how these emotions affect learners’ communication behavior in online classrooms. Adopting a mixed-method design, the present study investigated the effect of foreign language boredom (FLB) and foreign language enjoyment (FLE) on EFL learners’ L2 WTC in online classrooms. The data gathered through an online survey from 469 EFL learners were analysed through multiple linear regression, dominance analysis, and mediation analysis. The findings revealed that FLB had a considerably strong effect on L2 WTC, although this effect was to some extent diminished by FLE, FLB overshadowed learners’ online learning experience. To gain a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas interacción enseñanza/aprendizaje de la gramática

Resumen:

The present study explores whether a focused task-based peer interaction pedagogical intervention leads to increased explicit and implicit knowledge of past simple tense among young learners of English as a foreign language (EFL) and whether adding pre-task explicit grammar instruction or explicit interactional instruction or both has any impact on the results. Four groups of 6th grade EFL learners aged 11–12 years participated in an 8-week pedagogical intervention (50 minutes per week) while a fifth control group only participated in the testing sessions (n = 36). Groups were divided according to the intervention received: grammar+interaction strategy (n = 26), grammar (n = 26), interaction strategy (n = 24) and task-only (n = 24). The four groups who underwent treatment also participated in past tense focused task-based peer...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas feedback/retroalimentación aprendizaje colaborativo

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Peer feedback has been proposed as a way to boost student feedback literacy and learners’ evaluative judgment. However, the notion of peer feedback and its related processes present numerous challenges for teachers and learners. By adopting the principles of Exploratory Practice with my undergraduates studying academic and business English, I explored why my learners did not seem to view peer feedback as worthwhile, unpacking their attitudes and beliefs in this area of practice using both traditional surveys and the idea of classroom meta-dialogues. I attempted to develop evaluative judgment skills and proactive recipience by tailoring peer feedback processes around oral presentations, a central...

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Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma input enseñanza/aprendizaje de la gramática

Resumen:

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This research examined both the short-term and long-term effects of processing instruction (PI) and its main element, structured input (SI), on learners’ acquisition of English passive forms. A total of 70 English as a second language (ESL) learners participated in the study and were randomly divided into three groups: a PI group (n = 24), an SI group (n = 25), and a control group (n = 21). Participants in the PI and SI groups completed 1 hr of computer-based instructional activities, whereas the control group received no instructional treatment. Learners’ performance was evaluated using self-paced reading (SPR) and self-paced listening (SPL) tasks, which assessed response accuracy, picture...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación AICLE/CLIL enseñanza a niños

Resumen:

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación interacción expresión oral

Resumen:

This quasi-experimental classroom study examines the effects of recasts and negotiated prompts on oral interactions in a foreign language (FL) context where the instructional approach primarily focuses on grammar and accuracy. Ninety adult native speakers of Mandarin Chinese from two intact classes were randomly assigned to one of two experimental groups (recast or negotiated prompt) or a control group, and were asked to complete pre-/post-tests on their use of question and past tense forms in English. Between the pre-test and the post-tests, the learners of the two experimental groups had three treatment lessons for feedback outside their usual English classes, the interaction data of which are reported. ANOVA analyses revealed that recasts were highly effective for accuracy development of wh-questions, interrogative questions and...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado factores afectivos creencias y actitudes de los profesores

Resumen:

Previous research has certified the interconnection of psycho-affective factors and English as a foreign language (EFL) teachers’ emotions and practices. However, there is insufficient evidence regarding the correlates and determinants of teacher work engagement across cultures. To fill this gap, the present multinational study aimed to investigate the correlations and predicting roles of EFL teachers’ dispositions toward loving pedagogy (DTLP), self-efficacy, emotion regulation, and work engagement. A total of 779 EFL teachers were selected from China, Iran, and Turkey to complete the surveys. The results of confirmatory factor analysis and correlation analysis showed significant relationships among teachers’ DTLP, self-efficacy, emotion regulation, and work engagement. Moreover, multiple regression analysis suggested that teacher...

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