Wszystkie pola: learning beliefs - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Unveiling the relationship between language learning beliefs, emotions, and identities
Autorzy:: Ferreira Barcelos, Ana Maria
Powiązania:: https://bibliotekanauki.pl/articles/780547.pdf
Data publikacji:: 2015-06-01
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: emotions
identities
beliefs
language teacher education
language learning
Opis:: Several authors (Frijda, Manstead, & Bem, 2000; Van Veen & Lasky, 2006) suggest that emotions, cognitions, and identities are intrinsically related. Authors in social psychology (Fiedler & Bless, 2000; Frijda, Manstead, & Bem, 2000; Rosiek, 2003) have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these coconstructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.
Źródło:: Studies in Second Language Learning and Teaching; 2015, 5, 2; 301-325
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Chinese Families’ Pursuit of Confucian Learning Beliefs through Overseas Education: Rethinking Learning Cultures in Cross-Cultural Research
Autorzy:: Chen, Juan
Powiązania:: https://bibliotekanauki.pl/articles/18789038.pdf
Data publikacji:: 2023
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: learning beliefs
cultivation
socialisation
Confucian heritage cultures
values
Opis:: Aim. The aim of the article is to understand how Chinese parents draw on their learning beliefs and experiences within the Chinese educational context to make decisions about their children’s overseas education, as well as analysing how their learning beliefs are similar or different from East Asian or Western learning beliefs. Methods. The study is based on more than 100 in-depth separate interviews with 22 Chinese families conducted over serval years between 2016 and 2019. Based on interpretative phenomenological analysis and discourse analysis, the results are coded according to the theory of values proposed by Clyde Kluckhohn (1951). These learning values are further coded according to whether they are reflective of the American learning model (EALM), Confucian learning model (CLM), and Confucian learning philosophies. Results. The analysis shows that Chinese parents have displayed similar learning beliefs in socialising their children in the family domain, in their disapproval of the Chinese education system, and in their pursuit of a Western overseas education. The Chinese families’ pursuit of a Western education for their children are driven by their cultural leaning beliefs, which are rooted in Confucian heritage culture, and which also echo European American heritage cultures. Conclusion. Many researchers tend to emphasise cultural differences in learning, particularly between Confucian heritage and European American heritage cultures. This paper shows the possibilities of cultural learning values shaping educational choices, expands upon the understanding of Confucian heritage culture, and suggests the similarities between the learning cultures of East Asia and the West.
Źródło:: Journal of Education Culture and Society; 2023, 14, 2; 533-551
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: ŚWIADOMOŚĆ PODRĘCZNIKOWA NAUCZYCIELA. TEORETYCZNE RAMY OPISU
A theoretical framework to describe teacher textbook awareness
Autorzy:: Andrzejewska, Ewa
Powiązania:: https://bibliotekanauki.pl/articles/1037101.pdf
Data publikacji:: 2019-10-16
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: foreign language learning beliefs
lower secondary school
Polska
postawy wobec uczenia się języka obcego
gimnazjum
Polska
Opis:: The following article aims to explain the concept of textbook awareness that in foreign language teaching literature is used to denote an element of teacher’s professional competence. The underpinnings of this concept are based on an analysis of its definition as postulated by Koenig (2010) and a critical survey of subject literature on the teacher-textbook relationship. This article shows how the concept of text-book awareness is justified and can be implemented. The significance of the role of textbook awareness in teacher’s didactic practice and professional development is highlighted.
The following article aims to explain the concept of textbook awareness that in foreign language teaching literature is used to denote an element of teacher’s professional competence. The underpinnings of this concept are based on an analysis of its definition as postulated by Koenig (2010) and a critical survey of subject literature on the teacher-textbook relationship. This article shows how the concept of text-book awareness is justified and can be implemented. The significance of the role of textbook awareness in teacher’s didactic practice and professional development is highlighted.
Źródło:: Neofilolog; 2013, 40/2; 183-203
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: “How and why should I study?”: Metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers
Autorzy:: Čotar Konrad, Sonja
Powiązania:: https://bibliotekanauki.pl/articles/2011307.pdf
Data publikacji:: 2015-12-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: motivational beliefs self-regulated learning
metacognition
students
Opis:: The study examined the relationship between metacognitive learning strategies and motivational beliefs, predicting academic performance of student teachers. The main aim of the study was to examine the predictive value of motivational beliefs and metacognitive learning strategies for students’ academic performance. In the study 307 student teachers of the Faculty of Education completed the revised version of Motivated Strategies for Learning Questionnaire (Pintrich & de Groot, 1990). Regression analyses revealed that a higher sense of self-efficacy predicted better academic performance and a higher test anxiety predicted poorer academic performance. The implications of motivational orientation for cognitive engagement and self-regulation at the faculty are discussed.
Źródło:: The New Educational Review; 2015, 42; 239-250
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Analysis of Anxiety, Knowledge, and Beliefs Toward E-Learning During Covid-19: The Case of Science Teachers in Aceh, Indonesia
Autorzy:: Halim, A.
Irwandi, Irwandi
Yunisrina Qismullah, Yusuf
Yakob, M.
Powiązania:: https://bibliotekanauki.pl/articles/1964273.pdf
Data publikacji:: 2021-06-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: science teacher
e-learning
anxiety
knowledge
belief
education
Opis:: The aim of this research is to analyze anxiety, knowledge, and belief toward e-learning acceptance, especially by science teachers in high schools in Aceh, Indonesia. About 117 teachers were randomly selected for this study. A questionnaire was used to collect data, and analyzed using the Likert scale. The results indicate that most teachers view the use of e-learning in teaching science to be positive. Despite the fact that only half of them are knowledgeable in the use of media and have concerns about some negative effects of e-learning on students, they still believed in the usefulness of e-learning in science education. Hence, more related research is recommended to further corroborate the findings of this study.
Źródło:: The New Educational Review; 2021, 64; 111-121
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Über Fremdsprachenlernen diskutieren – mit Hilfe dialogischer Lerntagebücher
Discussion about learning foreign languages – with the aid of dialogue journals
Autorzy:: Nerlicki, Krzysztof
Powiązania:: https://bibliotekanauki.pl/articles/443002.pdf
Data publikacji:: 2020-06-30
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: dialogue journals
diary studies
qualitative research
beliefs about language learning
dzienniczki dialogowe
badania jakościowe
poglądy o nauce języków obcych
Opis:: Learning journals are widely used in second/foreign language re-search. They are not only tools to gather data but also contribute to optimization of the learning process and help students become more autonomous. The discussion presented here focuses on dialogue journals, which are used for ongoing written interaction between the teacher and learners. The paper provides a terminological basis, gives examples of topics and describes the characteristics of the teacher-student dialogue management. The advantages and disadvantages of dialogue journals are discussed from the didactic perspective. The last part of the paper concerns empirical problems to be taken into account when learning journals are introduced and used.
Źródło:: Neofilolog; 2020, 54/2; 285-304
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Chinese University Students’ Beliefs about English Language Learning and Self-efficacy
Autorzy:: Liu, Meihua
Powiązania:: https://bibliotekanauki.pl/articles/22446701.pdf
Data publikacji:: 2023
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Tematy:: English learning belief
self-efficacy
difference
proficiency
feedback
strategy
Opis:: Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.
Źródło:: Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-25
2450-5455
2451-2125
Pojawia się w:: Theory and Practice of Second Language Acquisition
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions
Autorzy:: Szyszka, Magdalena
Powiązania:: https://bibliotekanauki.pl/articles/22446697.pdf
Data publikacji:: 2023
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Tematy:: pre-service language teachers
beliefs
language teaching
language learning
Opis:: The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.
Źródło:: Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-20
2450-5455
2451-2125
Pojawia się w:: Theory and Practice of Second Language Acquisition
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO
The relationship between the knowledge of grammar and selected cognitive and affective individual difference variables: An outline of a research project
Autorzy:: Pawlak, Mirosław
Powiązania:: https://bibliotekanauki.pl/articles/442871.pdf
Data publikacji:: 2018
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: individual differences
working memory
motivation
willingness
to communicate
grammar learning strategies
beliefs about grammar
instruction
explicit and implicit knowledge
różnice indywidulane
pamięć robocza
motywacja
gotowość komunikacyjna
strategie uczenia się gramatyki
przekonania
dotyczące nauczania gramatyki
wiedza eksplicytna i implicytna
Opis:: Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
Źródło:: Neofilolog; 2018, 50/2; 197-214
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Teacher Trainees’ Beliefs Concerning Efficient Teaching and Learning – Pedagogical Spaces in Focus
Autorzy:: Kálmán, Sántha
Powiązania:: https://bibliotekanauki.pl/articles/1967817.pdf
Data publikacji:: 2019-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: beliefs
pedagogical spaces
Qualitative Comparative Analysis
teacher training
Opis:: The paper focuses on discovering the relationships between pedagogical architecture and classroom didactics. It is looking for an answer to the question what beliefs teacher trainees have about pedagogical spaces, what connections they see between efficient learning and the organisation of pedagogical spaces, and how they would organise space during their own teaching practice. During the study, two methods were used: unstructured reflective diaries (N=29) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The key point of fsQCA data analysis was the conversion of qualitative data into fuzzy sets. This process was done in several steps. Results shed light on the functional space model of the school, and highlighted the significance of individual, social, learning, and private spaces. The complex space representation of the students showed the school architecture, the inner world of the institution, forms, colours, and the unity of objects and internal space. All this has an effect on methodological culture as non-classical space organisation facilitates the use of new generation methods.
Źródło:: The New Educational Review; 2019, 55; 17-29
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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