Vigo International Journal of Applied Linguistics

Assessing the impact of the metacognitive pedagogical cycle on adult EFL learners’ proficiency and awareness: Evidence from Chilean classrooms

Marco Octavio Cancino, Natalia Oyarzún — Thu, 02 Jan 2025 00:00:00 +0000

The benefits of metacognitive instruction for the improvement of students’ L2 listening comprehension and metacognitive awareness have been documented in the literature. However, it is necessary to evaluate the impact of a process-based approach such as the metacognitive pedagogical cycle (MPC) on less-skilled English as a foreign language (EFL) learners in contexts with reduced out-of-classroom interaction. Therefore, the present quasi-experimental study sought to assess the impact of the MPC on the listening comprehension and listening metacognitive awareness of 75 low-proficiency adult EFL learners. Participants were divided into an experimental group, which received MPC instruction, and a control group that received regular listening instruction over a twelve-week period. Pre- and post-listening proficiency and metacognitive awareness test results revealed that the experimental group significantly increased their proficiency and metacognitive awareness scores in a more consistent and robust manner than the control group. Additionally, learners who were exposed to MPC instruction outperformed the control group in almost all aspects of metacognitive awareness. Results indicated that less skilled learners could benefit from a metacognitive approach to listening instruction in the selected EFL setting. Pedagogical implications are discussed.

Foreign language writing enjoyment: Conceptualization, sources, and measurement

Xianwen Chen, Hai Xu, Xian Zhang — Thu, 02 Jan 2025 00:00:00 +0000

Due to the paucity of research on foreign language writing enjoyment (FLWE) among mixed-major EFL undergraduates, this article explores the multi-dimensional conceptualization, causes, and measurement of FLWE within this student group. The two-phase investigation involved over 3,000 participants. Phase 1 utilized interviews and questionnaires to gather students’ perceptions of FLWE and its sources. The findings illuminate FLWE as a multidimensional construct, with the writing topic emerging as the primary source of enjoyment, followed by text type and feedback. Phase 2 focused on developing and validating a 17-item Foreign Language Wring Enjoyment Scale (FLWES), which demonstrates sound reliability and validity. Unlike existing measures that mainly targeted limited dimensions of enjoyment among junior secondary students who are
exposed to a limited range of text types primarily for examination purposes, or English majors, our instrument delves deeper into FLWE experienced by EFL undergraduates across disciplines. Our research contributes to a profound understanding of FLWE and opens avenues for measuring enjoyment in various language skills and cultural contexts.

What shapes communicative adequacy in second language speaking performance? The contributions of complexity, accuracy, fluency, and pronunciation

Zhuo Chen — Thu, 02 Jan 2025 00:00:00 +0000

The necessity of considering communicative adequacy (CA) in assessing second language (L2) performance has been increasingly recognized, while its nature has yet to be fully explored. The present study examines the relationship between CA and the dimensions of complexity, accuracy, fluency, and pronunciation (CAFP) in L2 speaking assessment. Specifically, the speaking performance of 158 Chinese learners of English was subjectively rated in terms of CA and was also subjectively rated and objectively measured in CAFP. The relationship between the subjective ratings of CA and CAFP and the relationship between the subjective ratings of CA and CAFP and the objective measures of CAFP were analyzed. Results show that the subjective ratings of all CAFP dimensions were significantly correlated with and predicted CA, with pronunciation and fluency ratings making relatively greater contributions to CA than complexity and accuracy ratings, while only the objective measures of verbal complexity, speed fluency, and pronunciation significantly correlated with CA, together accounting for 45% of CA’s variance. Furthermore, the subjective ratings of CAFP showed limited correlations with their objective measures. Discussions were made concerning the validity of the construct of CA, the relative contributions of CAFP to CA, and the important role of pronunciation in L2 speaking assessment.

Examining two form-focused instruction combinations and their relationship with language-analytic ability in young learners: A study on the English possessive determiners his/her

María Martínez-Adrián, Kevin Iglesias-Diéguez — Thu, 02 Jan 2025 00:00:00 +0000

Recent work conducted in input-limited classrooms with young learners has made a call for the incorporation of form-focused instruction (FFI) in the form of focused tasks and/or additional treatments that could help learners expand their attention to grammar. Current research has also uncovered the need for the examination of the interaction between FFI, individual differences, such as language-analytic ability, and language achievement. Thus, this paper examines the effect of two forms of FFI (dictogloss+self-correction and dictogloss+metalinguistic explanations [ME]) on learners’ accuracy in the use of the possessive determiners his/her in the final product of the dictogloss tasks performed. It also looks into the interface between FFI and languageanalytic ability as measured by the MLAT-ES for child language. To do so, 33 Basque/ Spanish bilingual learners of English (aged 10-11) were split into a dictogloss+selfcorrection and a dictogloss+ME group. Participants were asked to complete three collaborative dictogloss tasks targeting the possessive determiners his/her in three consecutive weeks. The dictogloss+ME group achieved greater accuracy in the use of the possessive determiners his/her than the group with self-correction. Likewise, the benefits observed in the former were independent of participants’ language-analytic ability, all of which suggests a blurring effect of the ME treatment received.

Navigating languages and love: Exploring the perceived emotional weight of I love you among Third Culture Kids in Denmark

Lydia Rodríguez Bernal — Thu, 02 Jan 2025 00:00:00 +0000

This mixed-methods study contributes to understanding the emotional dynamics of a distinct, yet understudied, multilingual population: Third Culture Kids (TCKs). These individuals are typically raised in multilingual and nomadic households and are extensively socialised in English through international schools and expatriate communities. While prior research has focused on the emotional nuances of the phrase I love you in adult populations, a significant gap remains in understanding these nuances in other age groups, particularly in the context of transnational upbringing. This study addresses this gap by exploring the perceived emotional weight of the phrase in the linguistic repertoire of 276 TCKs enrolled in the International
Baccalaureate Program by examining the emotional dynamics shaped by their first language (L1,mainly a heritage language) and their frequent exposure to English (LX, acquired after L1) in an environment influenced by American culture, where the use of I love you is a daily phenomenon. Unlike previous studies, results indicated a combined heightened emotional weight of L1 and LX, challenging the traditional centrality of L1. Furthermore, multinomial logistic regression models revealed TCKs’ unique sociobiographical factors as the driving force behind their emotional perception. These findings contribute to understanding how sociobiographical features influence linguistic emotional perceptions and cross-cultural communication.

Trainees’ beliefs about the use of cinema as a tool for EFL

Estefanía Sánchez-Auñón, Pedro Antonio Férez Mora, Fuensanta Monroy Hernández — Thu, 02 Jan 2025 00:00:00 +0000

Despite the growing presence of cinema in the classroom and the multiple benefits it has been proved to have for the teaching of English as a foreign language (EFL), the implementation of films in the English lessons is still an under-researched area, particularly, as regards instructors’ views on the adequacy of this material. Thus, the present study delves into trainees’ beliefs (N = 121) regarding the potential of cinema for EFL before and after analysing a film-based lesson plan. Questionnaires, open-ended questions, and focus groups were employed to obtain quantitative and qualitative data on the perceived linguistic, intercultural, and motivational advantages of films. The results reveal that, at the outset of the research, trainees held cinema especially useful for eliciting linguistic and intercultural knowledge. However, they were unaware of how to exploit this textual modality and considered some of its characteristics problematic for class use. In the post-analysis stage, the participants assigned similar rates of importance to the three analysed dimensions, reflecting an even more favourable attitude towards this resource. This positive change trend seems to stem from a broadened awareness of the proper exploitation of film after examining the lesson plan provided. Pedagogical and research implications are also defined.