https://hdl.handle.net/20.500.12328/5027 2026-06-01T01:33:45Z 2026-06-01T01:33:45Z Azad, Media https://hdl.handle.net/20.500.12328/5199 2026-02-28T03:00:42Z 2025-01-01T00:00:00Z

Teachers’ Perceptions of TBLT: Motivational Dimensions and Implementation Challenges in Middle School EFL Classrooms Azad, Media This study investigated the perception of middle school English as a Foreign Language (EFL) teachers regarding Task-Based Language Teaching (TBLT) as a strategy to enhance learner motivation, and it explored the challenges associated with its implementation. Set within the Italian educational context, it adopted a mixed-methods approach, drawing on quantitative and qualitative data from questionnaires, classroom observation protocols, and semi-structured interviews. The research examined whether teachers perceive TBLT as a motivating approach, which task features they associate with increased learner motivation, and what limitations they encounter in practice. Findings indicated strong consensus among teachers that TBLT promotes student participation, emotional engagement, and willingness to communicate. Teachers highlighted creativity, real-world relevance, tangible outcomes, and collaboration as key motivators for students. However, they also pointed out time constraints, large class sizes, group management, and insufficient practical training as major barriers to effective implementation. The study offers practical insights for curriculum design and teacher training, emphasizing the need for systemic support in implementing TBLT. Although limited by a small qualitative sample, the findings offer valuable understanding of both the motivational potential and the challenges of applying TBLT in grammar-focused EFL settings, emphasizing its importance for fostering learner-centred instruction in middle schools.

2025-01-01T00:00:00Z Thoma, Jane Hillary https://hdl.handle.net/20.500.12328/5198 2026-02-28T03:00:59Z 2025-01-01T00:00:00Z

Effects of Online Gaming and Videos on the Motivation of Hungarian EFL Primary School Students Thoma, Jane Hillary This study examines effects of online input on the motivation and linguistic aptitude of Hungarian primary school English as a Foreign Language (EFL) learners. Even in lower primary school, learners are digitally literate; most are connecting with online resources on a daily basis. Participants provided information about their average weekly time spent playing computer games online and watching videos on various platforms such as Youtube, Tiktok and Snapchat in English. Learners also completed an adaptation of the Attitude Motivation Test Battery to determine various aspects of their motivation for learning English. Results of these surveys and questionnaires were quantitatively analysed and compared in various ways including gender, class and smaller group that participants have their English lessons with. Then, the significance of these results and limitations of the study are discussed. Relevance and potential applications of this type of study are also discussed, including strategies for adapting teaching methodologies to effectively incorporate CALL and ICT into activities, as well as strategies to use information from an individual class about gaming and viewing habits to potentially increase learners’ motivation.

2025-01-01T00:00:00Z Rodríguez, Úrsula Lucila https://hdl.handle.net/20.500.12328/5197 2026-02-28T03:01:09Z 2025-01-01T00:00:00Z

A Translanguaging Approach to Formative Reading Assessments to Support the Acquisition of English in Multilingual Adults at the A1-A2 Level Rodríguez, Úrsula Lucila Globalization and multilingualism have revolutionized English language teaching, as educators shift from traditional, monolingual approaches to modern, dynamic instruction that reflects real-world diversity. This is particularly true in Europe, but Spain has fallen behind its neighbors in foreign language proficiency due to outdated pedagogies that overlook pre-existing social multilingualism, neglect the needs of older learners, and lack robust assessment practices. Given the growing emphasis on lifelong learning, assessment methods that are inclusive and effective for all ages and levels must be developed. This proposal provides a practical solution for teachers seeking to modernize language education in Spain by suggesting a translanguaging approach to formative reading assessments for multilingual adult learners at an A1-A2 level. By harnessing these students’ existing linguistic resources, a translanguaging design could more accurately capture their reading comprehension skills and reduce the barriers imposed by monolingual testing formats. The proposed intervention, therefore, offers both a form of scaffolding that lowers the affective filter faced by students with limited proficiency and an attractive alternative to outdated and inefficient methods of evaluating reading that do not respect the notion of validity.

2025-01-01T00:00:00Z Bosch Sanchez, Vinyet https://hdl.handle.net/20.500.12328/5196 2026-02-28T03:00:39Z 2025-01-01T00:00:00Z

Exploring Personality Traits as Predictors of the Number of Languages Learned and Their Degree of Proficiency Bosch Sanchez, Vinyet The ability to acquire and master multiple languages is a fascinating phenomenon, influenced by a multitude of factors. Among these factors, personality traits have gained considerable attention as potential predictors of language learning success. Understanding these relationships can inform language education strategies, providing insights into effective pedagogical approaches tailored to learners' individual traits and needs. Consequently, this paper presents a review of existing literature investigating the relationship between personality traits and the number of languages learned, as well as their degree of proficiency. Posterior to the review of literature, a questionnaire was created and distributed to 169 participants in order to measure their personality traits in relation to the number of languages spoken and their degree of proficiency in five language skills. Results revealed significant correlations between the personality traits of Neuroticism and Conscientiousness and language proficiency in several language skills. In addition, further correlations were drawn between the number of languages spoken by language learners and the different purposes for learning it.

2025-01-01T00:00:00Z