https://hdl.handle.net/10481/83526 Wed, 22 Apr 2026 02:41:25 GMT 2026-04-22T02:41:25Z https://hdl.handle.net/10481/83570 Investigating the relationship between EFL learners’ engagement and their achievement emotions Shakki, Farzaneh https://hdl.handle.net/10481/83570 https://hdl.handle.net/10481/83567 The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate Guo, Yunxian; Wang, Yongliang; Ortega Martín, José Luis Motivating learners to engage in effective communication is one of the fundamental concerns of language education. Accordingly, an educational context where L2 learners display a willingness to communicate (WTC) is a requirement for successful learning. A further concept that should be studied regarding WTC is students’ self-efficacy from the socio-cognitive theory. Moreover, to boost the quality of learning, English as a Foreign Language (EFL) students should receive effective support, including scaffolding that motivates them to build up their knowledge in Blended Learning (BL) settings. To examine BL-based scaffolding techniques on students’ self-efficacy and WTC, this quasi-experimental design involving 232 participants were assigned to the experimental and the control groups including both intermediate and advanced learners. Subsequently, the self-efficacy questionnaire, and WTC questionnaires were distributed among them as a pretest. The statistical results of Two two-way ANCOVA tests showed that both language proficiency and the treatment type are the significant moderators of the efficacy scores. The experimental group outperformed the control group and the advanced learners outperformed the intermediate ones. In addition, the results indicated that while language proficiency did not moderate the WTC scores, the treatment type was the significant moderator of the WTC scores.; Motivar al alumnado para que participen en una comunicación efectiva es una de las tareas fundamentales de educación lingüística. En consecuencia, el deseo por comunicarse (WTC) y la autoeficacia de alumnos de L2 son requisitos para un aprendizaje exitoso. Para mejorar la calidad del aprendizaje, los estudiantes de inglés como lengua extranjera necesitan un apoyo efectivo, incluido andamiaje que los motive a desarrollar sus conocimientos en contextos de aprendizaje combinado (BL). Para examinar las técnicas de andamiaje basadas en BL sobre la autoeficacia y el WTC del alumnado, este diseño cuasi experimental cuenta con 232 participantes que fueron asignados a los grupos experimentales y de control, incluyendo estudiantes de nivel intermedio y avanzado. Posteriormente, se distribuyeron como pre-test los cuestionarios de autoeficacia y los del WTC. Los resultados estadísticos de dos pruebas ANCOVA bidireccionales mostraron que tanto el dominio del idioma como el tipo de tratamiento son los moderadores significativos de las puntuaciones de eficacia. El grupo experimental superó al de control y los alumnos de nivel avanzado superaron a los de nivel intermedio. Los resultados indicaron que mientras que el dominio de lengua no moderó las puntuaciones del WTC, el tipo de tratamiento sí fue un moderador significativo. https://hdl.handle.net/10481/83567 https://hdl.handle.net/10481/83564 Why do students choose EMI courses? An analysis of their motivational drives Serna Bermejo, Iratxe; Lasagabaster, David Motivation has historically been an issue of great interest to scholars in the area of education and language teaching. The influence of motivation in the learning process is widely acknowledged, since it plays a key role in any learning context. However, as educational realities change, researchers are assailed by new questions that must be resolved. The present study aims to discover the motivations that lead university students to enrol in EMI (English-medium Instruction) courses instead of choosing courses in their L1, BMI (Basque-medium Instruction) or SMI (Spanish-medium Instruction). To this end, a total of 455 EMI students from the University of the Basque Country UPV/EHU completed a questionnaire in which they were asked about their motivations towards EMI, taking Dörnyei’s (2005, 2009) L2 Motivational Self System (L2MSS) as theoretical framework. The statistical analysis revealed that the majority of students showed motivations related to the Ideal L2 Self and to personal preferences, while they did not feel pressured by their tutors or by the university itself for studying in English (the Ought-to L2 Self). The innovative nature of this study lies in the fact that students’ choices included both a minority language (Basque) and a majority one (Spanish), which has allowed us to identify the reasons underlying students´ motivations for choosing EMI over BMI or SMI in a multilingual university context in which three different languages are used as medium of instruction.; Históricamente, la motivación ha sido un tema de gran interés para los estudiosos del área de la educación y la enseñanza de lenguas. La gran influencia de la motivación en el proceso de aprendizaje ha sido ampliamente reconocida en numerosos estudios, ya que juega un papel fundamental en cualquier contexto de aprendizaje. Sin embargo, a medida que las realidades educativas van cambiando, nos encontramos con nuevas preguntas que deben ser resueltas. A través de esta investigación pretendemos conocer las motivaciones que llevan a los estudiantes universitarios a matricularse en cursos EMI (English-medium Instruction) en lugar de elegir cursos en su L1, BMI (Basque-medium Instruction) o SMI (Spanish-medium Instruction). Para ello, un total de 455 estudiantes de EMI de la Universidad del País Vasco UPV/EHU cumplimentaron un cuestionario en el que se les preguntó acerca de sus motivaciones hacia EMI, tomando como marco teórico el L2 Motivational Self System (L2MSS) de Dörnyei (2005, 2009). El análisis estadístico reveló que la mayoría de los estudiantes mostraron motivaciones relacionadas con el Yo ideal y con las preferencias personales, mientras que no se sentían presionados por sus tutores ni por la propia universidad (el Yo deóntico) para estudiar en inglés. El carácter innovador de este estudio radica en que la mayoría de estudiantes que han participado en esta investigación tienen como L1 el euskera (lengua minoritaria) y/o el castellano (lengua mayoritaria). Esto ha permitido identificar las motivaciones de los estudiantes para elegir EMI frente a BMI o SMI en una universidad multilingüe. https://hdl.handle.net/10481/83564 https://hdl.handle.net/10481/83561 The effect of online English learners’ perceived teacher support on self-regulation mediated by their self-efficacy Rui, Yanping; Liu, Tao This study explored the relationships among online English learners’ perceived teacher support, self-efficacy, and self-regulation in online learning based on social cognitive theory. Structural equation modeling (SEM) with bootstrapping estimation was conducted using data from 220 online English learners engaged in blended learning on the Chinese University MOOC platform. The results showed that online English learners’ perceived teacher support positively influenced their self-efficacy and self-regulation. Moreover, self-efficacy was found to mediate the relationship between their perceived teacher support and self-regulation. On the whole, the findings detailed the effect of English learners’ perceived teacher support on their self-efficacy and self-regulation, as well as empirically identifying the mediation effect of self-efficacy in the relationship between perceived teacher support and self-regulation in an online learning environment. Related pedagogical implications for teacher online teaching, student online learning, and the Chinese University MOOC platform, and limitations were discussed.; En el presente estudio, basado en la teoría social cognitiva, se explora la relación entre el apoyo docente percibido por los alumnos de inglés online, la autoeficacia y la autorregulación en el aprendizaje online. Se realizó un modelo de ecuaciones estructurales (MES), con la estimación Bootstrap utilizando los datos de 220 alumnos de inglés online de una universidad politécnica que participan en el aprendizaje combinado en la plataforma MOOC de las Universidades Chinas. Los resultados mostraron que el apoyo docente percibido por los alumnos de inglés online influenció positivamente su autoeficacia y autorregulación. Además, se descubrió que la autoeficacia podía mediar la relación entre el apoyo docente percibido y la autorregulación. En general, los resultados describieron con detalle el efecto del apoyo docente percibido por los alumnos de inglés online sobre su autoeficacia y autorregulación, e identificaron empíricamente el efecto mediador de la autoeficacia en la relación entre el apoyo docente percibido y la autorregulación en un entorno de aprendizaje online. Por último, se discutieron las implicaciones pedagógicas para la enseñanza online de los profesores, el aprendizaje online de los alumnos y la plataforma MOOC de las Universidades Chinas, así como las limitaciones del estudio. https://hdl.handle.net/10481/83561 https://hdl.handle.net/10481/83559 Multiliteracies for adult language learners: a narrative review García Barroso, Lorena; Fonseca Mora, M.Carmen This article explores the possibilities offered by multiliteracies pedagogy as an inclusive pedagogical practice for adults. The main aim of this narrative review is to summarize the benefits of the multiliteracies approach for adult learners and to synthesize the best language practices of this approach for adult learners. The PRISMA protocol was followed to assess the research published between 2011 and 2021. Using the SPIDER search tool, studies with adults aged 16+ were selected. Finally, the mixed methods assessment tool MMAT was used for critical appraisal of the studies. The analysis shows that studies contextualized their research within a variety of conceptual topics related to adult multiliteracies: multimodal classroom practices, teachers’ professional development, family-based literacy practices, literacy and identity, affective factors and translingualism as a pedagogical practice in adult education. Our findings offer an updated conceptualization of multiliteracies for adult learners. We conclude that an adult learner-centered perspective seems still to be underdeveloped. A framework including all types of literacies, connecting multimodality to multilingualism, acculturation and social resilience is still needed to better understand the language acquisition process of adult learners. https://hdl.handle.net/10481/83559