Open Access
What factors contribute to the proficiency of young EFL learners in primary school?: assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status
(SAGE Journals, 2024-10-30) Lázaro Ibarrola, Amparo; Ciencias humanas y de la educación; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three additional factors: extramural English (EE), socioeconomic status (SES), and non-verbal intelligence (NVI). Specifically, this study analyses the interplay of these variables in the proficiency of 171 young English learners (aged 10-11 years) in Navarre, Spain. The participants were divided into a low-intensity (LI) (n = 54) group and a high-intensity (HI) (n = 117) group depending on exposure to English in school. Results indicate that HI learners are superior in reading, and even more clearly in speaking. EE is very frequent in both groups but more abundant among HI learners, and it shows several positive associations with learners¿ scores. Higher NVI levels positively correlate with all skills in both groups, except for speaking, which appears to be affected by EE and, to a lesser extent, by SES.
Open 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.
Open 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
Open 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.
Open 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.
Open Access
Procedural repetition in task-based interaction among young EFL learners: does it make a difference?
(John Benjamins Publishing, 2017-12-30) Lázaro Ibarrola, Amparo; Hidalgo Gordo, María Ángeles; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren Didaktika; Institute for Advanced Social Research - ICOMMUNITAS
Interactive tasks are valuable tools for L2 learners and have long made their way into language lessons. Among the different task conditions, only few studies have dealt with procedural repetition, which consists of repeating the same task type with different contents and which is frequently used in schools. In this study we explore the effects of procedural repetition on the oral interactions of ten pairs of English learners (age 11) who had to repeat a task three times. Their negotiation strategies and general performance (accuracy, fluency and complexity) were analysed. Results show that, in the third repetition, the amount of confirmation checks and repetitions decreased significantly and accuracy timidly improved. All other aspects remained unaffected. The pedagogical implications of these results are also discussed.
Open Access
Intensity matters inside and outside primary school: evidence from high-CLIL, low-CLIL, and non-CLIL learners
(Georgetown University, 2024-11-28) Lázaro Ibarrola, Amparo; Ciencias humanas y de la educación; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS; Universidad Publica de Navarra / Nafarroako Unibertsitate Publikoa
Research involving secondary school EFL learners has demonstrated that greater intensity of exposure, via CLIL lessons, yields notable benefits. However, studies in primary school are scarce and less optimistic. Furthermore, little is known about the effects of different degrees of CLIL intensity and of learners' exposure to Extramural English (EE) through formal or informal out-of-school activities. To address these gaps, this study examines the impact of CLIL and EE on the proficiency of 180 primary school learners of English (aged 10-11 years) divided into a high-CLIL (N = 78), a low-CLIL (N = 56), and a non-CLIL (N = 46) group. Results showed some advantages among high-CLIL learners, including higher scores and less intragroup variability, while no significant differences were observed between low-CLIL and non-CLIL learners. EE activities were common, with several weak but positive correlations found between EE and proficiency, particularly involving watching TV and reading, and mainly affecting non-CLIL learners.
Open Access
La forma ‘is’ y la transferencia sintáctica en la adquisición del inglés por niños bilingües (euskera-castellano)
(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2004) Lázaro Ibarrola, Amparo; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren Didaktika
Open 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.
Open Access
Collaborative writing among young EFL learners in a school context: product and process
(Taylor and Francis, 2022) Lázaro Ibarrola, Amparo; Hidalgo Gordo, María Ángeles; Institute for Advanced Social Research - ICOMMUNITAS
The recent surge in studies on collaborative writing (CW) has providedvaluable insights into the product and process of writing. When writingtogether, adults tend to produce better texts and generate and resolvea large number of language-related episodes (LREs). Also, analyses ofthe dialogues of collaborative writers show that learners are able toco-construct knowledge and mainly focus their attention on thegeneration of ideas. As for young learners (YLs), the very few studiescomparing jointly and individually written texts have not identified anyadvantages in the use of collaboratively written drafts.Furthermore,while YLs also produce and resolve LREs in CW tasks, no study to datehas provided a thorough analysis of their dialogues. To address thesegaps, this study compares the products of primary school learners ofEnglish as a foreign language (EFL) aged 11–12 writing in pairs (n= 20)and individually (n= 19) and provides a thorough analysis of pair talk(process). Results suggest that collaborative writers produced moreaccurate texts and focused most of their efforts on the generation ofideas and on the discussion and successful resolution of LREs. In light ofthese results the implementation of CW with YLs is encouraged.