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    Wyświetlanie 1-4 z 4
    Tytuł:
    Editorial
    Autorzy:
    Munyangeyo, Théophile
    Pichette, François
    Powiązania:
    https://bibliotekanauki.pl/articles/780951.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    editorial
    Opis:
    Abstrakt
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 2; 189-191
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment
    Autorzy:
    Dracopoulous, Effie
    Pichette, Francois
    Powiązania:
    https://bibliotekanauki.pl/articles/780923.pdf
    Data publikacji:
    2011-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    writing anxiety
    computer anxiety
    second language learning
    ESL
    distance learning
    Opis:
    The study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 1; 101-117
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The handling of missing binary data in language research
    Autorzy:
    Pichette, Francois
    Beland, Sebastien
    Jolani, Shahab
    Leśniewska, Justyna
    Powiązania:
    https://bibliotekanauki.pl/articles/780779.pdf
    Data publikacji:
    2015-03-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    missing data
    Cronbach's alpha
    participant exclusion
    second language testing
    Opis:
    Researchers are frequently confronted with unanswered questions or items on their questionnaires and tests, due to factors such as item difficulty, lack of testing time, or participant distraction. This paper first presents results from a poll confirming previous claims (Rietveld & van Hout, 2006; Schafer & Gra- ham, 2002) that data replacement and deletion methods are common in research. Language researchers declared that when faced with missing answers of the yes/no type (that translate into zero or one in data tables), the three most common solutions they adopt are to exclude the participant’s data from the analyses, to leave the square empty, or to fill in with zero, as for an incorrect answer. This study then examines the impact on Cronbach’s α of five types of data insertion, using simulated and actual data with various numbers of participants and missing percentages. Our analyses indicate that the three most common methods we identified among language researchers are the ones with the greatest impact  n Cronbach's α coefficients; in other words, they are the least desirable solutions to the missing data problem. On the basis of our results, we make recommendations for language researchers concerning the best way to deal with missing data. Given that none of the most common simple methods works properly, we suggest that the missing data be replaced either by the item’s mean or by the participants’ overall mean to provide a better, more accurate image of the instrument’s internal consistency.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 1; 153-169
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Affective variables, parental involvement and competence among South Korean high school learners of English
    Autorzy:
    Morris, Annie
    Lafontaine, Marc
    Pichette, Francois
    de Serres, Linda
    Powiązania:
    https://bibliotekanauki.pl/articles/780609.pdf
    Data publikacji:
    2013-03
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    parental involvement
    parental disinterest
    motivation
    amotivation
    L2 competence
    Opis:
    This study investigated the relationships between various affective variables and two measures of competence in English, for 190 South Korean high school students. A 55-item questionnaire was used to measure attitudes (Attitudes toward English Speakers and their Communities and Attitudes toward the English-speaking Culture), motivation (Motivational Intensity, Desire to Learn and Attitudes toward the Learning of English), amotivation, parental involvement (Active Parental Encouragement, Passive Parental Encouragement and Parental Pressure), parental disinterest and students’ competence in L2 (English- EXAM and English-SELF). Pearson product-moment coefficients indicate that active and passive forms of parental encouragement correlate with motivationto learn, as conceptualized by Gardner (1985, 2010), as well as with parental pressure, which suggests that South Korean students report undergoing forms of pressure when their parents actively or passively encourage them. Furthermore, the obtained correlations of the active and passive forms of encouragement with different variables suggest that the two forms represent two distinct concepts. While parental disinterest correlated negatively with motivational variables, parental pressure correlated only with motivational intensity, and only weakly. Therefore, parental pressure seems not to interact significantly with participants’ attitudes, motivation and competence. Multiple linear regression analyses confirm the importance of motivation to learn for students' L2 competence.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 1; 13-45
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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