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dc.contributor.authorKopinska, Marta ORCID
dc.contributor.authorAzcaray Garay, Agurtzane
dc.date.accessioned2021-02-23T13:05:16Z
dc.date.available2021-02-23T13:05:16Z
dc.date.issued2020-09
dc.identifier.citationStudies in Second Language Learning and Teaching 10(3) : 607-630 (2020) Número especiales_ES
dc.identifier.issn2083-5205
dc.identifier.issn2084-1965
dc.identifier.urihttp://hdl.handle.net/10810/50281
dc.description.abstractMotivation has been widely considered one of the most influential variables in the field of second language learning. Motivation may vary throughout the years, even within the duration of a single language class, and this might occur due to different factors, such as the choice of tasks or the activity type (i.e., collaborative or individual). These two factors have not been investigated in depth with young learners in foreign language settings, and from a task-based perspective. Thus, this paper addresses this gap, and explores the potential changes in motivation of 64 Spanish young learners of English as a foreign language who worked on a number of dictogloss tasks in pairs and individually over the span of a school year. Data was collected several times by means of different tools that measured students' general and more specific task motivation, as well as their attitudes towards individual/pair work. The findings revealed that, overall, these children's motivation was high and consolidated with time, while their level of anxiety decreased. Their attitudes towards the dictogloss were positive from the beginning to the end of the school year, and more so when they carried out the task in pairs. These findings support the benefits of collaborative work, and the dictogloss, as an appropriate task that engages children in their learning of a foreign language.es_ES
dc.description.sponsorshipThe authors would like to express their gratitude to the school that allowed access to the students, the teachers and the students who participated in the study. This work was supported by the Spanish Ministry of Economy and Competitiveness (grant number FFI2016-74950-P; AEI/FEDER/UE) and the Basque Government (grant number IT904-16).es_ES
dc.language.isoenges_ES
dc.publisherAdam Mickiewicz University (Kalisz, Poland)es_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/FFI2016-74950-Pes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectL2 motivationes_ES
dc.subjecttask motivationes_ES
dc.subjectyoung EFL learnerses_ES
dc.subjectdictoglosses_ES
dc.subjectindividual vs. pair workes_ES
dc.titleExploring young EFL learners’ motivation: Individual versus pair work on dictogloss taskses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holderThis work is licensed under a Creative Commons Attribution 4.0 International License.es_ES
dc.rights.holderAtribución 3.0 España*
dc.relation.publisherversionhttps://pressto.amu.edu.pl/index.php/ssllt/article/view/24692es_ES
dc.identifier.doi10.14746/ssllt.2020.10.3.10
dc.departamentoesFilología Inglesa y Alemana y Traducción e Interpretaciónes_ES
dc.departamentoeuIngeles eta Aleman Filologia eta Itzulpengintza eta Interpretazioaes_ES


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