Temat: learning beliefs - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Chinese Families’ Pursuit of Confucian Learning Beliefs through Overseas Education: Rethinking Learning Cultures in Cross-Cultural Research
Autorzy:: Chen, Juan
Tematy:: learning beliefs
cultivation
socialisation
Confucian heritage cultures
values; Pokaż więcej
Wydawca:: Fundacja Pro Scientia Publica
Powiązania:: https://bibliotekanauki.pl/articles/18789038.pdf Link otwiera się w nowym oknie
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.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Beliefs about learning English as a foreign language - experience of deaf and hard of hearing Polish adolescents
Autorzy:: Domagała-Zyśk, Ewa
Wydawca:: Wydawnictwo Uniwersytetu Rzeszowskiego
Cytata wydawnicza:: Domagała-Zyśk E. (2015). Beliefs about learning English as a foreign language – experience of deaf and hard-of-hearing Polish adolescents Studia Anglica Resoviensia 90, zeszyt 12, s. 16-29.
Dostawca treści:: Repozytorium Centrum Otwartej 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
Tematy:: foreign language learning beliefs
lower secondary school
Polska
postawy wobec uczenia się języka obcego
gimnazjum
Polska; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Powiązania:: https://bibliotekanauki.pl/articles/1037101.pdf Link otwiera się w nowym oknie
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.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Learning strategies and beliefs about language learning in different age groups
Strategie uczenia się i przekonania na temat nauki języka obcego w różnych grupach wiekowych
Autorzy:: Cedro, Olga
Opis:: Pojęcie strategii uczenia się języka jest kwestią cieszącą się wielkim zainteresowaniem wśród metodyków. Strategie uczenia się mogą wspomóc proces nauki języka obcego. Przekonania uczniów na temat nauki języka obcego mają również ogromny wpływ na rozwój kompetencji językowej. Definicje i taksonomie strategii uczenia się języka różnią się w zależności od źródła i badacze nie przyjmują jednolitych klasyfikacji. Istnieje wiele czynników mających wpływ na wybór strategii, takich jak motywacja, wiek, płeć, pochodzenie kulturowe, biegłość językowa czy typ osobowości. W tej pracy uwzględniono czynnik wieku. Strategie uczenia się dwóch grup wiekowych, nastoletniej młodzieży oraz dorosłych, określono przy użyciu kwestionariusza stworzonego przez Rebeccę Oxford. Inne narzędzie zostało użyte w celu rozpoznania przekonań na temat nauki język, gdyż wpływają one na strategie. Jak wskazały wyniki, młodzież używa najczęściej strategii socjalnych, podczas gdy dorośli preferują strategie metakognitywne. Zaprojektowano trening po to, aby poprawić zaniedbane strategie uczniów. Reakcje uczestników różniły się w zależności od wieku. Podczas obserwacji w klasie wydawało się być oczywistym, iż młodsi uczniowie wykazywali większe chęci w stosunku do treningu niż starsi. Dorośli do tej pory rozwinęli określone strategie i jest im trudno zmienić swoje zwyczaje oraz wprowadzić nowości w nauce. Jednakże, obydwie grupy przyznały, że strategie uczenia się mogą być skuteczne i pomocne. Świadomość pozytywnego wpływu zastosowania strategii jest niezwykle istotna dla osiągnięcia sukcesu w nauce języka. Lekcje poświęcone treningowi strategii powinny być zawarte w programie nauczania, gdyż ułatwiają zarówno uczenie się i nauczanie.
The concept of a language learning strategy is a matter of great interest among researchers. The process of learning a foreign language can be assisted by the usage of learning strategies. The students’ beliefs about language learning have also a great impact on developing language competence. The definitions and taxonomies of language learning strategies vary depending on the source and the researchers do not adopt consistent classifications. There are many factors that influence the choice of strategies such as motivation, age, gender, cultural background, language proficiency or personality type. In this thesis the age factor was taken into account. The learning strategies of two age groups, adolescents and adults, were identified with the use of an inventory developed by Rebecca Oxford. Another instrument was used to recognize students’ beliefs about language learning as they affect their strategies. As the results indicated, adolescents use most frequently social strategies whereas adults prefer metacognitive strategies. Strategy training was constructed in order to improve students’ neglected strategies. The participants’ reactions varied depending on the age. It seemed to be apparent during the classroom observation that the younger students were more willing towards the training than the older ones. The adults have developed particular strategies so far and it is difficult for them to alter their habits and introduce some novelties in learning. However, both groups admitted that learning strategies could be effective and helpful. The awareness of the positive impact of deploying strategies is crucial to succeeding in language learning. Lessons devoted to strategy training should be included in the curriculum as they may facilitate learning as well as teaching.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 5.

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
Tematy:: motivational beliefs self-regulated learning
metacognition
students; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/2011307.pdf Link otwiera się w nowym oknie
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.
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
Tematy:: dialogue journals
diary studies
qualitative research
beliefs about language learning
dzienniczki dialogowe
badania jakościowe
poglądy o nauce języków obcych; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Powiązania:: https://bibliotekanauki.pl/articles/443002.pdf Link otwiera się w nowym oknie
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.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Teachers’ Feedback and Trainees’ Confidence: Do They Match?
Autorzy:: Haro Soler, María del Mar
Tematy:: translator education
online learning
blended learning
teachers’ feedback
self-efficacy beliefs; Pokaż więcej
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Powiązania:: https://bibliotekanauki.pl/articles/2028603.pdf Link otwiera się w nowym oknie
Opis:: Due to the COVID-19 pandemic, traditional face-to-face learning was suddenly replaced by online learning in universities all over the world. This sudden switch posed a wide variety of challenges to teachers and students. This paper focuses on one teaching practice, teachers’ feedback, and on a students’ form of self-perception, self-efficacy beliefs, both inherent to the teaching-learning process, whether it occurs in the classroom or a virtual environment. An action-research mixed-method study was performed to analyze how teachers’ feedback can impact translation students’ self-efficacy beliefs in three educational modes: face-to-face lessons, blended learning and online learning. This study was performed in two phases. Firstly, a quasi-experimental field study was performed before the outbreak of the pandemic in three groups of the same course: one offered traditional classes, whereas the other two included blended learning. Following the essence of action-research, the results of this first phase were implemented in an online translation course during the pandemic. After comparing and contrasting the results obtained in these two phases, we can conclude that indirect, elaborate and dialogic feedback fostered the students’ self-efficacy beliefs, irrespective of the educational mode.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Unveiling the relationship between language learning beliefs, emotions, and identities
Autorzy:: Ferreira Barcelos, Ana Maria
Tematy:: emotions
identities
beliefs
language teacher education
language learning; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780547.pdf Link otwiera się w nowym oknie
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.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

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
Tematy:: pre-service language teachers
beliefs
language teaching
language learning; Pokaż więcej
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Powiązania:: https://bibliotekanauki.pl/articles/22446697.pdf Link otwiera się w nowym oknie
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.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Nastawienie życiowe a wybrane aspekty funkcjonowania adolescentów w szkole
Attitudes of life and selected aspects of adolescents functioning at school
Autorzy:: Pawluś, Agnieszka
Opis:: Nastawienia życiowe rozumiane są, jako system przekonań, stanowiący mechanizm, regulujący ludzkie zachowanie (Gołek i Wysocka, 2011). Przekonania te dotyczą zarówno własnej osoby, jak i jakości relacji interpersonalnych, obrazu świata oraz własnego życia, i oddziałują na nasze funkcjonowanie w świecie. Przeprowadzone badanie miało na celu sprawdzenie znaczenia nastawień życiowych w okresie adolescencji dla funkcjonowania młodzieży w szkole. Badanie przeprowadzono wśród uczniów klas I i II z trzech różnych gimnazjów. Funkcjonowanie w szkole oceniano na podstawie poziomu motywacji do nauki, lęku szkolnego, średniej ocen uzyskanej na zakończenie ostatniego semestru oraz oceny z zachowania. Uzyskano istotne korelacje nastawień życiowych zarówno z motywacją do nauki, jak i z lękiem szkolnym. Okazało się, że ważnym czynnikiem różnicującym jest płeć uczniów.
Attitudes of life are understood as a system of beliefs about themselves and the world, and on the interpersonal functioning, and his own life (Gołek i Wysocka, 2011). This mechanism regulates human behavior and affects our functioning in the world. The purpose of the study was to examine the importance of attitudes of life during adolescence for the functioning pupils at school. The study was conducted on a group of pupils from grades I and II from three different junior high schools. Functioning at school was assessed on the basis of motivation for learning, school anxiety, average grades, and behavioral assessment. Significant correlations of attitudes of life have been obtained, both with motivation for learning and with school anxiety. It turned out that gender is the important factor which influences on results.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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