The Impact of Self-efficacy Beliefs on English Language Learners' Academic Effectiveness in High School and Other Institutions PDF Download
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Author: Brigitte Evelyn Cushman
Publisher:
ISBN:
Category : Limited English-proficient students
Languages : en
Pages : 238
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Book Description
Author: Brigitte Evelyn Cushman
Publisher:
ISBN:
Category : Limited English-proficient students
Languages : en
Pages : 238
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Book Description
Author: Chuang Wang
Publisher:
ISBN:
Category : Learning strategies
Languages : en
Pages :
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Book Description
Abstract: This is a qualitative case study to investigate elementary school children's self-efficacy beliefs and use of self-regulated learning (SRL) strategies in the process of learning English as a second language. Drawing upon the social cognitive and sociocultural perspectives of self-regulation, recent studies of students' self-efficacy beliefs, and language learners' willingness to communicate, this study provides a "thick description" of four Chinese children's behaviors associated with self-efficacy beliefs and their strategy use across home-based and school-based contexts. Participants reported self-efficacy beliefs across a variety of language-learning tasks in listening, speaking, reading, and writing. This study suggests that self-efficacy is a task-specific construct. Each child's self-efficacy varies across specific tasks and across home-based and school-based language-learning contexts. All participants in this study reported higher self-efficacy to complete listening and speaking language activities than reading and writing activities. Sources of the children's self-efficacy were also explored. The participants' self-efficacy beliefs were associated with their expertise in the content area, self-perceptions of English proficiency level, task difficulty level, social persuasion, physiological or emotional state, interest, attitude toward the English language and the English speaking community, and the social and cultural context. Nearly all 14 classes of the SRL strategies developed by Zimmerman and Martinez-Pons (1986) were reported. Students reported more strategies in reading than writing. The most commonly used SRL strategies employed by all the participants were seeking social assistance, seeking information, reviewing records, and environmental structuring. These findings have extended scholarly work on children's self-efficacy beliefs and their use of language-learning strategies in the context of second language acquisition. The implications of this study also extend to language classroom teaching since teachers may better understand their students' self-efficacy and the impact of self-efficacy based on this study. They may incorporate SRL strategies specific to second language learning in the curriculum and enhance students' self-efficacy beliefs by providing accurate and continuous feedback to the students.
Author: Dr. Manasee Mishra
Publisher: Blue Rose Publishers
ISBN:
Category : Education
Languages : en
Pages : 236
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Book Description
Attitude, Self-efficacy and English communication skills become an integral part to provide appropriate careers to students. Learners suffer from low self-efficacy which is an impediment in their involvement in learning tasks. Poor learning strategies diminish their motivation and consequently their language proficiency. It has been proved that self-efficacy is used an instrument to amplify positive attitude among learners towards English Communication Skills. There is a positive relationship among the attitude, self-efficacy and English language achievement of learners. It provides a framework to understand communication practices of engineering students in India. This book aims to help the language practitioners and educators to look for concrete ways to assist learners to develop a positive attitude and learn more effectively by empowering them to take ownership of learning and to manage their own learning.
Author: Mark Wyatt
Publisher: Routledge
ISBN: 9781032456829
Category :
Languages : en
Pages : 0
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Book Description
Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education. Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers' self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers. This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.
Author: Ernesto Macaro,
Publisher: Oxford University Press
ISBN: 019440398X
Category : Study Aids
Languages : en
Pages : 392
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Book Description
Ernesto Macaro brings together a wealth of research on the rapidly expanding phenomenon of English Medium Instruction. Against a backdrop of theory, policy documents, and examples of practice, he weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed, and explores how we can arrive at a true cost–benefit analysis of its future impact. “This state-of-the-art monograph presents a wide-ranging, multi-perspectival yet coherent overview of research, policy, and practice of English Medium Instruction around the globe. It gives a thorough, in-depth, and thought-provoking treatment of an educational phenomenon that is spreading on an unprecedented scale.” Guangwei Hu, National Institute of Education, Singapore Additional online resources are available at www.oup.com/elt/teacher/emi Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford and is the founding Director of the Centre for Research and Development on English Medium Instruction at the university. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
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Book Description
"The research question addressed is, how do research-aligned reading programs impact the self-efficacy beliefs and reading engagement of middle school English language learners? This case study examines two research-aligned reading programs, American Reading Company's 100 Book Challenge and Scholastic Inc.'s Read 180. Specifically, the capstone looks at how these programs impact the self-efficacy beliefs and reading engagement habits of the case study participants. The Motivation for Reading Questionnaire, interviews, and teacher observations are used to analyze student beliefs and behavior. The results are considered within the context of current research on self-efficacy beliefs, best practices for reading instruction, and the learning processes of English language learners. Implications for teachers and educational leaders are discussed." --
Author: Danuta Gabryś-Barker
Publisher: Springer
ISBN: 3319329545
Category : Education
Languages : en
Pages : 370
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Book Description
This book introduces readers to the principles of a fairly new branch of psychology – positive psychology – and demonstrates how they can be applied in the context of second language acquisition in a natural environment and in instructed foreign language (FL) learning. It focuses both on the well-being and success of the learner and the professional and personal well-being of the teacher. Further, the book stresses the importance of the positive emotions and character strengths of those involved in the process of language learning and teaching, as well as the significant role played by enabling institutions such as school and, at the micro-level, individual FL classes.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 546
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Book Description
Author: Steve Graham
Publisher: Frontiers Media SA
ISBN: 283254441X
Category : Science
Languages : en
Pages : 267
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Book Description
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
