ethanporcaro/eric-fulltext-meta huggingface dataset:
University Students&apos; Motivation to Study the French Language: A Time Trend Study
Author: Meristo, Merilyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,French,Second Language Learning,Trend Analysis,Foreign Countries,Undergraduate Students,Student Attitudes

This paper attempts to explore students' motivation to study French at a state-funded public university in Estonia. The first set of data collection was carried out in 2008 and repeated in 2020 using the Intrinsic Motivation Inventory and in-depth interviews. The results of the quantitative part indicate a significant increase in students' intrinsic motivation in the subscales of interest/enjoyment and perceived competence, and a slight increase in perceived choice as well as in pressure/tension. The qualitative data reveal clear personal goals, but in some cases weak motives, such as the desire to live in the target country without either being ready to contribute to the academic work or a weakly justified choice of discipline. In addition, some unrealistic expectations emerged, such as being able to work as a professional translator or language teacher immediately after the end of bachelor's degree. The results indicate relatively poor learning skills, referring to a gap between students' secondary school study habits and expected study habits in university studies. Based on the results several suggestions are made to facilitate university support systems.
Self-Determination Theory: A Proposed Framework for Selfaccess Language Learning
Author: Mynard, Jo
Date: 2022-00-00
Type: Journal Articles
Subjects: Independent Study,Second Language Learning,Second Language Instruction,Personal Autonomy,Self Determination,Learning Theories,Psychological Needs,Well Being,Competence,Student Needs,Consciousness Raising,Student Interests,Communities of Practice,Academic Advising,Dialogs (Language),Language Usage,Interpersonal Communication,Universities,Foreign Countries

The field of self-access language learning (SALL), which is an established way of supporting language learners outside the classroom through the provision of resources and spaces, spans more than five decades and is currently in a phase that Mynard (2019a) refers to as the 'basic psychological needs and wellbeing' phase. This is a turning point in SALL wherein the focus has shifted towards the need for (more explicitly) facilitating an autonomy-supportive environment outside the classroom. This focus supports language learners' needs for autonomy, relatedness and competence, and as such, aims to provide the conditions needed to foster language learning in an environment in which they can thrive and grow in psychologically healthy ways (Ryan &amp; Deci, 2020). In this theoretical article, the authors make a case for using self-determination theory (SDT; Deci &amp; Ryan, 1985; Ryan &amp; Deci, 2017) as an overarching framework for future developments in the field of SALL. The article gives an overview of four key SALL support systems, showing how they can fulfil students' basic psychological needs. These four key support systems are: advising in language learning; structured awareness raising; conversation lounges; and interest-based, student-led learning communities.
The Importance of an Autonomy-Supportive Workplace and Engaged Students for Language Teachers&apos; Self-Determination and Engagement
Author: Zhang, Xijia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Professional Autonomy,Work Environment,Learner Engagement,Teacher Attitudes,Self Determination,Supervisor Supervisee Relationship,Psychological Needs,Teacher Motivation,English (Second Language)

Teachers often face pressures both from above and from below as they adhere to their supervisors' requirements and work with students who may be disengaged from the learning process. These interpersonal influences are argued to thwart instructors' teaching motivation and result in a more controlled teaching experience and a more controlling teaching style, whereas supportive supervisors and engaged learners could promote a self-determined motivational orientation and greater teaching engagement. Regression analyses of survey responses collected from 63 English language instructors in Canada showed that supportive supervisors helped satisfy English language teachers' psychological needs for autonomy, competence, and relatedness, which in turn promoted self-determined motivation and teaching engagement. Student disengagement undermined the satisfaction of instructors' needs and led to more controlled teaching motivation, but student engagement enhanced teachers' self-determined motivation and/or teaching engagement. These results underscore the importance of supervisory attentiveness to instructors' psychological needs. As well, they suggest that whereas teachers might be inspired by engaged students, they might also need to find strategies to cope with the potentially negative impact of disaffected students on their own teaching motivation and engagement.
Exploring the Motivation-Engagement Link: the Moderating Role of Positive Emotion
Author: Liu, Meng
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Positive Attitudes,Psychological Patterns,Second Language Learning,English (Second Language),French,College Students,Foreign Countries,Multilingualism

In self-determination theory (SDT), the role of positive emotion in the motivational process is undertheorized. Most previous research considered emotion as an outcome variable, rather than a main construct of the motivational process. There is, however, some evidence in domains outside language learning suggesting that positive emotion moderates the motivation-engagement link. The extent to which this could be applied to the domain of language learning remains unknown. Therefore, this study aimed to examine the role of positive emotion as a moderator of the motivational process of language learning. Moreover, a comparative multilingual perspective was adopted to better understand simultaneous language learning. Specifically, this study assessed whether positive emotion moderated the relationship between two types of motivation (i.e., autonomous and controlled motivation) and behavioral engagement in two foreign languages. A sample of 108 Chinese university students concurrently learning English as L2 and French as L3 participated in the survey study. Results of regression analysis suggest the differential role of positive emotion and motivation in English and French: For French learning, positive emotion served as a moderator that optimized the motivation-engagement link (i.e., positive interaction between emotion and motivation). For English learning, no moderating effect was discovered, with positive emotion being the significant and strong predictor of engagement. The findings supplied initial evidence of the potential role of positive emotion as a moderator of the motivation-engagement link, contributing to the theoretical incorporation of emotion as a more central player in the motivational process proposed by SDT. The differential role of positive emotion and motivation in learning English and languages other than English points to the value of a multilingual comparative perspective to uncovering the language-specific characteristics of the motivational processes.
Video Feedback via QR Codes for Pre-Service English Teachers
Author: Ceylan Çapar, Meral
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Video Technology,Feedback (Response),Student Attitudes,English (Second Language),Language Teachers,Foreign Countries,Academic Language,Writing Skills,Handheld Devices,Technology Uses in Education

QR Codes have been flourishing the education for many long with the variety of activities in use it provides, and have been preferred especially for being simple and quick in education. Feedback is another significant element for learners since it guides the learners for qualified essays. The aim of this qualitative study is to find out the experiences of preservice English teachers on video feedback via QR codes. 50 preservice teachers were asked to write two essays. At the end of the term, data were collected via an open-ended questionnaire and semi-structured interviews. 23 of the candidates completed the open-ended questionnaire and 8 of them accepted to be interviewed. Data were analyzed through thematic coding. It was expected that the participants would develop positive attitudes towards video feedback, yet the findings showed they prefer written feedback on their word files and felt safer that way. This study may contribute to the field in terms of how to develop ways to provide more efficient feedback for preservice teachers and may show that affective factors have also key roles in the success of certain methods and approaches in teaching.
Always with Me Even from a Distance: Teachers&apos; Technology Usage Skills before and after Distance Education
Author: Yünkül, Eyup
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Technological Literacy,Skill Development,Web Based Instruction,COVID-19,Pandemics,Technology Uses in Education,Preschool Teachers,Elementary School Teachers,Teacher Attitudes

The aim of this research is to determine the teachers' skills of technology use before and after distance education. Semi-structured interview technique was used as qualitative research methods.. The multi-stage sampling method was used in the selection of the teachers participating in the research. Descriptive and content analysis techniques were used in the analysis process of the data obtained from the interviews with the teachers. Accordingly, teachers thought that technology is being frequently used in learning environments after the pandemic. They also stated that the application they use most in their courses is Education Information Network (EBA). According to the findings, it has been suggested that teachers should receive in-service training in online education.
Measuring Motivation in English Schools: The Appeal of Self-Determination Theory
Author: Parrish, Abigail
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Evaluation Methods,Second Language Learning,Self Determination,Secondary School Students,Foreign Countries,Modern Languages,Self Concept,Interpersonal Relationship,Personal Autonomy

Much SDT research in the language learning domain focuses on the learning of English as a second or foreign language, in many cases by undergraduate students. By contrast, our work focuses on adolescent learners (aged between 11 and 16) of what are termed Modern Foreign Languages--languages other than English--in schools in England. In this context, school-level policy means that language learning is often optional for students beyond the age of 14, and this optionality makes motivation critical. In this article, we suggest that Self-Determination Theory provides a suitable framework for measuring the motivation of such students and compare it with the well-known Second Language Motivation SelfSystem (L2MSS) developed by Dörnyei. We draw on data from two large-scale studies of school students in England (N[subscript 1] = 666; N[subscript 2] = 1797), the first to use the Self-Regulation Questionnaire (Academic) in this context, and a smaller pilot study (N = 338), similarly the first to use the L2MSS in this context, and argue that SDT provides a more useful lens for studying motivation in English schools. As the L2MSS relies heavily on the learner's Ideal Self, a version of themselves who can communicate competently in the target language, we argue that it is not suitable for use with learners in this context, although there is scope to incorporate some elements of it. SDT's lack of focus on the target language community, which is not always within reach for students, allows it to better access students' motivation for study. We consider the implications for future studies of student motivation in an English context, as well as other Anglophone settings.
Basic Psychological Need Satisfaction and Continued Language Learning during a Pandemic: A Structural Equation Modelling Approach
Author: Alamer Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Needs,COVID-19,Pandemics,Undergraduate Students,Foreign Countries,Self Determination,English (Second Language),Second Language Learning,Anxiety,Satisfaction,Student Motivation,Language Proficiency,Competence,Personal Autonomy

The spread of the novel coronavirus (COVID-19) affected almost all countries in early 2020. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2020), over 60% of students worldwide have been affected by school closures. In such a situation, students' motivation may be a valuable resource to promote sustained language learning. Thus, based on self-determination theory, the present study (N = 215 Saudi undergraduates) investigated how English as a foreign language students' basic psychological need (BPN) satisfaction relates to their ability to continue learning during the pandemic (CLDP) through the mediating role of learning behavior. Using structural equation modelling, it was hypothesized that BPN satisfaction will directly and indirectly relate to CLDP and as students seek new opportunities to practice the language and utilize alternative options; however, BPN satisfaction was expected to negatively relate to CLDP through heightened anxiety about declining language proficiency. Generally, the results support the hypothesized indirect relationship between BPN satisfaction and CLDP by showing that the total indirect effects of autonomy and competence on CLDP were significant. This study contributes to our understanding of the usefulness of satisfying students' BPN in second language learning during difficult situations such as the COVID-19 pandemic.
Investigation of the Effect of Guided Inquiry Approach Supported by Digital Stories on Attitude towards Inquiry
Author: Berika Kansoy, Merve
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Story Telling,Grade 6,Student Attitudes,Gender Differences,Science Instruction,Educational Technology,Technology Uses in Education,Program Effectiveness,Secondary School Students

This study aims to examine the effects of inquiry activities supported by digital storytelling on the attitudes of 6th-grade students towards inquiry, sub-dimensions of attitudes, and the change of attitudes depending on gender. The method of the study was determined as the embedded design, one of the mixed method research designs. The study was carried out with a total of 27 students, 12 female and 15 male. In the quantitative dimension of the study, one group pretest-posttest research design was used. Quantitative data were obtained through the Attitude Scale towards Research-Questioning. The qualitative dimension of the study was designed as a case study model. Qualitative data were obtained by using researcher diaries, student group diaries, and semi-structured weekly focus group interviews. As a result, a statistically significant difference was found between the students' ASTRQ pretest-posttest scores in favor of the posttest. Similarly, a statistically significant difference was found between the pre-test and post-test scores of the sub-factors of signification and avoiding, excluding the curiosity factor, in the attitude scale. These results were also supported by the findings obtained from qualitative measurement tools. The students' ASTRQ post-test scores differed statistically according to gender, which was in favor of female students
Autonomy, Competence, Relatedness, and Beneficence: Exploring the Interdependence of Basic Needs Satisfaction in Postsecondary World Language Education
Author: Davis, William S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Determination,Learning Theories,Psychological Needs,Personal Autonomy,Learning Motivation,Well Being,Teaching Methods,Curriculum Development,Higher Education,Competence,Undergraduate Students,State Universities,Student Attitudes,Second Language Learning,Second Language Instruction,Student Characteristics

Self-determination theory (SDT) provides a cross-cultural, empirical framework for exploring what world (i.e., &quot;foreign&quot;) language educators can do to support the satisfaction of their learners' basic psychological needs and, in turn, their autonomous motivation and well-being. Despite this, the identification of approaches to world language pedagogy and curriculum development that are supportive of learners' simultaneous and interdependent--rather than individual and isolated--basic needs satisfaction has been limited. To this end, this study sought to examine the characteristics of postsecondary world language learning environments that were supportive of the balanced, simultaneous satisfactions of autonomy, competence, and relatedness, as well as beneficence, a candidate need. Participants in the study included thirteen undergraduate world language learners at a large public university in the United States. Semi-structured interviews were analyzed through a qualitative approach involving multiple rounds of deductive coding and two stages of inductive thematic analysis. Results of the analysis identified six themes representing the characteristics of world language learning environments that students perceived to support their autonomy, competence, relatedness, and beneficence. Further, the analysis identified textual evidence for the interdependent satisfaction of students' basic psychological needs via the multidirectional influences of each need on the others. Recommendations for world language teachers and implications for theory and methodology are discussed.
A Chilly Climate: Experiences of Women Student Government Association Presidents
Author: Workman, Jamie L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Experience,Females,College Students,Student Government,Presidents,Student Leadership,Social Environment,Minority Group Students,Gender Bias,Elections

The lack of women in elected leadership roles trickles down to student governance at colleges and universities (American Student Government Association, 2016). The researcher sought to understand how women student leaders made meaning of their experiences as a leader and how their understanding influences their actions and motivations. Through the use of narrative inquiry, the researcher explored how participants defined and made meaning of their experiences as women student government association presidents. The data collected through a series of three interviews were then formed into individual narratives focusing on context and meaning-making for each participant. Our work resulted in rich data that was categorized into themes. The prevalent theme of a &quot;chilly climate&quot; was salient for each participant, which is discussed in this article. The article concludes with implications for student government advisors, as well as for future research on women student government association leaders.
The Relationship between Technological Pedagogical Content Knowledge of Mathematics Teacher Candidates and Teaching Mathematics Anxiety
Author: Ünveren Bilgiç, Emine Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Mathematics Teachers,Preservice Teachers,Mathematics Instruction,Mathematics Anxiety,Teacher Education

The aim of this study is to examine the relationship between pre-service mathematics teachers' technological pedagogical content knowledge and their anxiety about teaching mathematics according to gender and class variables. The relational survey model, which is one of the general survey model types, was used in the research carried out by following the quantitative paradigm. Data were collected online from 196 pre-service teachers using the &quot;Mathematics Teaching Anxiety Scale&quot; and the &quot;Technological Pedagogical Content Knowledge Scale&quot;. T-test, one way ANOVA and Pearson's Product Moments Correlation Analysis were used in the analysis of the data. The results showed that the pre-service teachers' genders and classes did not affect their mathematics teaching anxieties and technological pedagogical content knowledge. It also revealed a weak positive relationship between the pre-service teachers' technological pedagogical content knowledge and mathematics teaching anxieties.
A Descriptive Study of Student Involvement in First-Generation-Z Students at a Public Midwestern University
Author: Goedereis, Ashleigh
Date: 2020-00-00
Type: Journal Articles
Subjects: First Generation College Students,Age Groups,Student Participation,Gender Differences,Student Attitudes,Critical Thinking,Communication (Thought Transfer),Diversity,Citizenship,Leadership,Interpersonal Relationship

First-generation students are the first in their family to attend college, and typically lack the support networks available to their peers, whose parents completed a four-year degree (Pascarella, Pierson, Wolniak, &amp; Terenzini, 2004). The concerns and challenges of first-generation student success rates compared with their peers who are coming from families that are college-educated speaks to a very different narrative. Their representation has continued to rise as the number of first-generation students continues to increase on college campuses since the early 2000s (Choy, 2001). Pre-college inequalities, particularly among first-generation students, often leave higher education institutions (HEI) stymied for approaches to engage these students. The numbers of first-generation students continue to rise, while this population becomes increasingly diverse, particularly as a new student generation styled as Generation-Z has emerged on college campuses. This single-institution, exploratory, and descriptive survey study (n= 254) profiled first-generation, Generation-Z traditional undergraduate students using the Barratt &amp; Frederick (2007) University Learning Outcomes Assessment (UNiLOA). Results indicate a self-reported gender differential in scores and that involvement opportunities may increase scores across the domains of the assessment. Implications for practice include intrusive and supportive policies to further intentionally engage first-generation, Generation-Z students.
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-Analysis
Author: Botes, Elouise
Date: 2020-06-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,Academic Achievement,Correlation,Reading Achievement,Writing Achievement,Listening Skills,Speech Skills,Age Differences,Gender Differences,Institutional Characteristics

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -0.39; k = 59; N = 12585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.