Search

The study aims to evaluate the efficacy of mobile applications within language education, as well as to understand how this technology affects language learning outcomes and student perceptions. The research methodology rests on the development and testing of mobile technology interventions for learning English in an educational setting. The study used a mixed approach to analyze the data. This included a language proficiency test, such as the College English Test 4 (CET-4). Additionally, attitudes towards the mobile assisted environment for learning English by conducting a qualitative survey using a 5-point Likert scale were assessed. Two popular applications in China (Keke English and Lanren English) were used according to the research objectives. The study involved a sample of 190 students studying English as a foreign language (EFL) at three public colleges in China. The distribution of language proficiency levels in both the control and experimental groups showed differences in the preliminary test, while the experimental group demonstrated a slightly higher level of language proficiency. After the intervention, in the experimental group, there were significant improvements in various aspects of language proficiency. The improvement is evident in the post-test results of the experimental group, as reflected by a t-value of approximately 13.249. This result suggests the effectiveness of the intervention. Negative percentages (≈-50.0% and ≈-16.7%) indicate a decrease in the proportion of students with the B1 (intermediate) level after the intervention. Thus, some students managed to reach higher levels of language proficiency (B2, C1). The practical significance of the research findings lies in their potential to improve the practice of language teaching, especially in the context of English language teaching in Chinese colleges. [ABSTRACT FROM AUTHOR]

The studies on lexical availability emerged in France with a clearly didactic purpose, aiming to facilitate the acquisition of French by the inhabitants of what was then called the French Union, by foreigners and by immigrants who had arrived in the country. Despite the diversification of their applications, there is an aspect—namely, errors made by respondents—that remains underexplored, especially in the field of foreign language learning. This present study addresses, within this framework of availability, the examination of lexical errors in English among a sample of 75 participants from three different educational levels: primary, secondary, and university. Based on data collected from 6 areas of interest, the study pursues a dual objective: first, to conduct a detailed analysis of the spelling situation in the sample to create a corpus of the most frequent misspellings; and second, to analyse how these errors evolve throughout the process of learning English as a foreign language. The results obtained indicate that the errors made most frequently by the respondents are of a graphic nature, followed by errors of a phonetic-phonological nature. [ABSTRACT FROM AUTHOR]

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ñawi: Arte, Diseño y Comunicación is the property of Escuela Superior Politecnica del Litoral and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Lengua para Fines Específicos is the property of Revista de Lengua para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Test anxiety may be a determining factor in students' performance. This article presents a quantitative, non-experimental and cross-sectional study aimed at identifying differences in the level of anxiety in English tests from a group of 1,093 students in the last year of high school in Chile. Data were collected through the Spielberger and Vagg (1995) test anxiety inventory. The results revealed that women showed a higher degree of anxiety towards evaluations compared to men in all dimensions of the inventory (anxiety, worry, and emotionality). Therefore, teachers should be aware of the impact that anxiety may have on the teaching and learning process. These results showed the importance of delving into this phenomenon considering variables such as age, language proficiency, and the perception of students towards their English teachers at the time of the assessment and towards the English class in general. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article narrates the experience of implementing a didactic sequence based on the story "The Very Hungry Caterpillar" in a private English institute. The proposal aimed to work on the linguistic aspects of English and reflect on the life cycle of butterflies, promoting intercultural values. The results showed that this experience was beneficial for both the students and the participating teachers. The inclusion of literature in educational contexts is considered desirable and necessary today. [Extracted from the article]

The development of new virtual teaching spaces as a consequence of the COVID-19 pandemic has revealed emergencies in changing educational environments. New resources and appropriate technological skills have proven necessary to achieve the planned learning objectives in the transition from face-to-face to virtual instruction, highlighting that the mere use of technologies does not guarantee reaching the desired goals nor ensures student satisfaction, if not met with adequate methodologies. Thus, considering the technological needs arising in the current educational context, the present study aims to introduce a novel educational experience in English as a Foreign Language (EFL) translator training. Specifically, it aims to show how the creation of contents for the video game Subtitle Legends (Calvo-Ferrer et al., 2020) contributes to the improvement of language skills among Translation and Interpreting students. It also looks into students' opinions regarding perceived efficacy of the development of EFL oral and written skills, which aims to account for the suitability of this educational approach in the current educational context. [ABSTRACT FROM AUTHOR]

In the context of increasingly frequent intercultural exchanges, the aim of this work is to analyze the discourse of Argentine teachers of English as a foreign language regarding the concept of native speaker. In order to reach this objective, we start from the theoretical and analytical framework of the French (Pêcheux, 1975) and Brazilian (Orlandi, 2015; 2017) Discourse Analysis and work with the socio-historically situated linguistic materiality. The discursive memories refer to two perspectives: on the one hand, classical practices related to a structuralist conception of language and native speaker, and, on the other, innovative ideas anchored in the sociolinguistic and communicative turn of the second half of the 20th century. Likewise, glotopolitical events of the current century began to echo in these discourses. [ABSTRACT FROM AUTHOR]

This investigation studies the perceptions of Argentine college students regarding when they think best to receive grammar instruction in the English as a foreign language (efl) class, whether before, during, or after the communicative practice. For this study, a group of first-year students in the English Teacher Training Program at a public university in Argentina, completed a questionnaire on their opinion as to when to learn grammar. This investigation is based on Spada and Lightbown's (2008) distinction between isolated form-focused instruction (ffi) and integrated ffi. While both types of instruction occur in a communicative classroom context, isolated ffi takes place separated from the communicative practice whereas integrated iff happens during the communicative practice. This study seeks to find out students' perceptions and to analyze if these are compatible with the current theoretical views that indicate that integrated iff is more effective than isolated iff. Results show that students prefer integrated ffi more than isolated ffi, which is in line with the theoretical views that highlight the relevance of integrating grammar instruction into the communicative practice. [ABSTRACT FROM AUTHOR]

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

English has played an important role in Chile for almost 200 years. In this context, a profile of the Chilean English teacher is outlined to give them their rightful place and contribute to the understanding of the English as a Foreign Language discipline as it currently stands. An online questionnaire was sent to a statistically significant number of Chilean English teachers. Results were compared to a database provided by the Ministry of Education for comparative validation. It was found that most teachers are young women with adequate linguistic proficiency and training, with little experience, who teach English out of vocation for their students to enter the work force and to give them a broader view of the world. This reflects how Chilean linguistic policies influence the school and teacher training curricula and also highlights the teaching quality of Chilean English teachers. In other words, the purpose of vindicating the image of the Chilean English teacher is accomplished based on empirical data. [ABSTRACT FROM AUTHOR]

More and more Spanish parents in Spain decide to communicate in English with their children. Despite the fact that this type of non-native bilingual upbringing is a growing phenomenon in the country, it still remains practically unexplored from a scientific perspective. In the present study, we intend to analyze some of the characteristics and motivations of the parents who choose this type of upbringing for their children. In this endeavor, we departed from the hypothesis that, compared to those using the mother tongue to communicate with their children, parents who use English on a regular basis are proficient in the language and have a medium-high socioeconomic status. Therefore, the next step was to find out whether there is a correlation between these variables. To achieve this, 470 Spanish-speaking parents living in Spain were surveyed, and 143 of those parents claimed to communicate regularly with their children in English. Comparing both groups, we found that parents who state that they communicate in English with their children perceive themselves to be competent in this language. However, contrary to what was expected, there is no relationship between self-perceived socioeconomic status and frequency of English use at home. Subsequently, the analysis of the motivation in these 143 families yielded the observation that Spanish parents' decision to speak English at home is mainly motivated by linguistic, educational, professional, cognitive, social and cultural factors and, to a lesser extent, by economic, emotional, family and identity considerations. [ABSTRACT FROM AUTHOR]

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article displays a methodological proposal aimed at the development of the argumentative competence in English as a foreign language. It consists of three stages and was implemented in subjects such as English 6, 7, legal English 1 and legal English 2 at the law faculty from Universidad Santo Tomás in Villavicencio (Colombia). It was developed under the framework of the qualitative research approach, and sought to respond to students' needs in terms of the development of the oral production and the strengthening of Higher Order Thinking Skills, autonomy and self-regulation. Consequently, a legal argumentation cycle was designed and implemented over the course of the three pedagogical stages. It was enriched with various methodological strategies, such as digital storytelling, news storytelling, debate, SMART goals and Bloom's taxonomy. The instruments to collect data were students' journals, a speaking rubric and a survey. The results suggest that English for Specific Purposes is a suitable learning scenario for the person's integral education as a historical subject committed to transforming his context. [ABSTRACT FROM AUTHOR]

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación y Aprendizaje is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magister: Revista de Formación del Profesorado e Innovación Educativa is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Investigación Filológica is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present work brings advances of a broader project on the coexistence of two curricular resources - laptops and textbooks - in a English language class for the first year of secondary education in Montevideo (Uruguay). The research is based on the ethnographic approaches of discourse (MacGILCHRIST and van HOUT, 2011) to research - based on information gathered in classrooms' observation obtained throughout an academic year - the way teachers and the students interact with these resources, producing diverse senses on what it is to learn English with laptops and textbooks. From the analysis of sequences of negotiation and functions (MARTIN and ROSE, 2007) and transitivity (HALLIDAY, 2014), we analyze how the use of these resources actualizes to construct particular senses on foreign language classes. The results show that a strong division of work exists between the two resources and this division is caused by diverse phenomena that exist inside and outside classes. [ABSTRACT FROM AUTHOR]

This work aims is to introduce the e-Literary Circle (e-LC) as an academic innovation that parts from the conventional Literary Circle (CL) towards, its adaptation to an accessible computer platform, and the transformation of an oral practice in English into a written pro duction process. The methodology selected is based on the social interaction approach where 38 university students participated in a distance educational intervention designed by the researcher team. From the qualitative method were applied the technics: Focus group, con- textualized observation, and semi-structured interview to test the efficiency of the digital tool. The results demonstrate a high technical feasibility of the e-LC and its contribution for the participants improve their written production levels in the English language, despite being in adverse conditions. It is concluded that digital education enhances the possibilities of resum ing the daily march of educational activities with quality, within scenarios affected by natural disasters. In addition, the use of the Literary e-Circle has managed to reduce student's expo sure to latent hazards in natural catastrophes events, such as the 7.8-magnitude earthquake that hit Ecuador on April 16, 2016. [ABSTRACT FROM AUTHOR]

This study seeks to reconstruct the history of English teaching in Chile, based on historical, referential and scientific documents from the beginning of the 20th century. This with the aim of answering why and what for English has been taught and learned in the country and thus stating the status of the foreign language in its linguistic policies and planning and, therefore, in the national curriculum. It was found that English has been highly valued in the development of citizenship. English has been taught and will be taught as a means of exchange to access more and better educational, employment and economic opportunities, which gives way to political and social tensions. [ABSTRACT FROM AUTHOR]

Copyright of Odisea is the property of Revista Odisea and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses the reasons why a group of students fails the specific items that assess the pragmalinguistic competence in English in the Oxford Online Placement Test (OOPT). The work at hand aims to find out what deficiencies in their linguistic competence are involved in their production of errors in these items. The research has been carried out according to the students own perception and from a cognitive and meta-linguistic perspective. For this purpose, a retrospective questionnaire was designed and administered to forty-four students, taking an English course at the Facultat de Magisteri, Universitat de València (Spain). These students should certify a B1 level of English when finishing the course. The results showed that the most frequent source of errors in the pragmatic comprehension part of the OOPT was unawareness of some vocabulary contained in the dialogues corresponding to this part of the test. [ABSTRACT FROM AUTHOR]

This article is a part of the result of a reaesrch work called "Estrategias alternativas para la promoción de la lectura en inglés como lengua extranjera" (Alternative strategies for boosting reading in English as a second language), a mixed study under a pre-experimental modality with pre and post texts, with no control group, performed at Fundación Universitaria Luis Amigó in 2014. In it, the most successful strategy reported via semistructured interviews performed at the end of the post-test stage was reported, in order to evaluate the effectiveness of the methodological proposal intended for the project. It was analyzed with the results of the reading comprehension tests and the Likert scale used in the main research, but mostly by the use of the comments provided by the students that participated in the aforementioned interviews. [ABSTRACT FROM AUTHOR]

Copyright of Forma y Funcion is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Silogismo is the property of Revista Silogismo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)