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Lázaro Ibarrola, Amparo

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Lázaro Ibarrola

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Amparo

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Ciencias humanas y de la educación

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I-COMMUNITAS. Institute for Advanced Social Research

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0000-0002-3016-5901

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2713

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Now showing 1 - 10 of 15
  • PublicationOpen Access
    El Espacio Europeo de Educación Superior y la fonética del inglés
    (Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2007) Lázaro Ibarrola, Amparo; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren Didaktika
  • PublicationOpen Access
    Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
    (Universidad de Murcia, 2021) Lázaro Ibarrola, Amparo; Villarreal Olaizola, Izaskun; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako Gobernua, CENEDUCA18
    Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students’ task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.
  • PublicationOpen Access
    Task repetition and collaborative writing by EFL children: beyond CAF measures
    (Adam Mickiewicz University Press, 2020) Hidalgo Gordo, María Ángeles; Lázaro Ibarrola, Amparo; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (com-plexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners' compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students' productions and discuss the positive effects of collaborative writing in the context of TR with YLs.
  • PublicationOpen Access
    Questioning the effectiveness of procedural repetition: the case of Spanish EFL primary school learners
    (Universidad de Granada, 2019) Lázaro Ibarrola, Amparo; Villarreal Olaizola, Izaskun; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Varios estudios han mostrado que repetir la misma tarea con diferente contenido, lo que se denomina repetición procedimental (RP), ayuda a prestar atención a la forma y al desarrollo sintáctico. Asimismo, la RP es común y apropiada para el aula. Este experimento investiga los efectos de la RP en la producción de 5 parejas de niños españoles (11 años) aprendiendo inglés como lengua extranjera en un colegio y con un nivel de principiante. Las parejas construyeron y narraron tres historias, una cada semana, siguiendo un procedimiento similar. El análisis de la complejidad, precisión y fluidez de sus narraciones muestra que la RP no tiene un impacto significativo en las narraciones de los estudiantes, excepto en el caso de la diversidad léxica, que mejora en la tercera narración. A la luz de los resultados, se discuten las posibilidades de la RP con niños.
  • PublicationOpen Access
    Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL and EFL learners
    (Universidad de Vigo, 2016) Lázaro Ibarrola, Amparo; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren Didaktika
    Este trabajo analiza cómo estudiantes en contexto AICLE y de Inglés como Lengua Extranjera (ILE) producen secuencias de reparación, evitan la L1 y utilizan marcadores discursivos cuando narran en inglés. Los datos se recogieron en dos momentos con un intervalo de dos años (a las edades de 13 y 15 años) y proceden de alumnos bilingües euskera-castellano divididos en dos grupos: los que aprenden en contexto de AICLE (n. 15) y los que únicamente aprenden ILE (n. 11). Los resultados muestran diferencias intergrupales e intragrupales. En el grupo AICLE las reparaciones se generan mayoritariamente en inglés y decrecen con el tiempo, al contrario que en el grupo de ILE. Además, los alumnos AICLE incorporan las reparaciones menos a menudo mientras que los alumnos ILE las van incorporando con mayor frecuencia. Los marcadores del discurso aparecen en las L1s en los dos grupos pero el grupo ILE apenas los utiliza.
  • PublicationOpen Access
    A matter of age: negotiation for meaning in child and adult interactions
    (Universidad de Vigo, 2022) Azpilicueta Martínez, Raúl; Lázaro Ibarrola, Amparo; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Los hallazgos en estudios de interacción con poblaciones adultas han sido extrapolados a menudo a la población infantil sin apenas modificaciones. Además, las diferencias encontradas entre niños y adultos provienen de estudios en los que estas poblaciones realizan diferentes tareas o tienen diferentes niveles de competencia lingüística. Este trabajo de investigación pretende ofrecer una comparación más fiable mediante el análisis de interacciones de adultos y niños con el mismo nivel de competencia y realizando la misma tarea. Así, nuestro estudio analiza las estrategias de negociación de significado (NdS) y sus funciones comunicativas en las narraciones de una historia con vacíos de información de 20 aprendices jóvenes (8-9 años) y 14 adultos con un adulto experto. Los participantes compartían el castellano como L1 y tenían un nivel básico en inglés como lengua extranjera. Los resultados muestran que el grupo adulto utilizó más estrategias de NdS, a excepción de las comprobaciones de comprensión. Sin embargo, ambas poblaciones mostraron una proporción similar en el uso y funciones de dichas estrategias y una clara tendencia a imitar elementos de la producción de su interlocutor, más competente lingüísticamente, mediante el uso de repeticiones. Estos hallazgos sugieren que, con bajos niveles de competencia lingüística, el impacto del factor edad puede estar más relacionado con la cantidad de NdS que con el tipo y funciones de sus estrategias.
  • PublicationOpen Access
    Should EFL teachers present vocabulary in semantically related sets?
    (Universidad de Granada, 2015) Lázaro Ibarrola, Amparo; Hidalgo Gordo, María Ángeles; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren Didaktika
    La enseñanza de vocabulario agrupado en campos semánticos es práctica habitual en el aula de inglés como lengua extranjera. En este estudio se compara esta técnica con su contraria, la presentación de vocabulario no relacionado, con dos grupos de alumnos de un instituto. Tras presentar las palabras con ambas técnicas los alumnos completaron un post-test. Los resultados muestran la efectividad de ambas técnicas pero con una ligera ventaja para la enseñanza de vocabulario no relacionado semánticamente.
  • PublicationOpen Access
    Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality
    (De Gruyter, 2021) Lázaro Ibarrola, Amparo; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako Gobernua
    When written corrective feedback is provided via model texts, language learners notice and incorporate features from the models into their subsequent writings. However, little is known about the accuracy of these incorporations or about the impact of model texts on draft quality. Also, model texts have often been implemented with children working in pairs but, to date, studies including individual and collaborative conditions are extremely scarce. This study examines the impact of model texts among 33 EFL children (aged 11-12) divided into a pair (N = 22) and an individual (N = 11) group. Our findings do not reveal any significant differences between pairs and individuals. The students in both conditions noticed features, mainly lexical. They incorporated around 50% of these features from the model texts into their final drafts, with an accuracy rate of 60%. Regarding draft quality, the second draft was significantly better than the first one when rated holistically.
  • PublicationEmbargo
    Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
    (De Gruyter, 2023) Azpilicueta Martínez, Raúl; Lázaro Ibarrola, Amparo; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, PJUPNA05-2022; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, PJUPNA2023-11401
    Preliminary studies suggest a positive effect of Content and Language Integrated Learning (CLIL) on young learners' (YLs) L2 motivation. However, much more research with larger samples is is necessary to gain a more detailed understanding of the interaction between CLIL exposure and L2 motivation. This study specifically explores the effect of different levels of CLIL exposure on YLs’ L2 motivation. To do so, five measures of motivation were analysed in 895 L1-Spanish YLs of English (mean age= 10.61) comprising a non-CLIL group (n=289) who had received five EFL weekly lessons; a low-CLIL group (n =152) who had received five EFL and two CLIL weekly lessons, and a high-CLIL group (n =454) who had received five EFL and seven CLIL weekly lessons. Normality, Kruskal-Wallis and Dunn-Bonferroni post-hoc tests were conducted. The results revealed significantly higher motivation levels for the high-CLIL learners over the low-CLIL group in all five measures, and higher motivational levels of the high-CLIL group over the non-CLIL group in four of the measures. The study provides evidence of the motivational benefits of high-CLIL exposure and underscores the need for further research on the motivational implications of low-CLIL programmes.
  • PublicationOpen Access
    Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: does CLIL in the foreign language make a difference?
    (SAGE Publications, 2021) Lázaro Ibarrola, Amparo; Azpilicueta Martínez, Raúl; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako Gobernua
    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 English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group (n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.