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Documentando as aprendizagens experienciais da docência na/pela relação com estudantes ; Documenting the experienced learning from teaching in/by relationship with students
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In: Revista de Educação Popular; v. 20 n. 1 (2021): Revista de Educação Popular (ISSN 1982-7660) ; 233-250 ; 1982-7660 ; 1678-5622 (2021)
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Hmong American Charter Schools: An Exploratory and Descriptive Study
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In: Journal of Southeast Asian American Education and Advancement (2021)
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Competing voices: Dialogic perspectives on Chinese children’s use of touch screen devices in a New Zealand early childhood education setting
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Exploring Brazilian English learners’ views and experiences of multilevel EFL classes
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| 5 |
case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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STUDENTS’ PREFERENCES ON ONLINE LEARNING IN THE NEW NORMAL PERIOD OF THE COVID-19 PANDEMIC
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 404-416 (2021) (2021)
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Language and interaction in a Standard Australian English as an additional language or dialect environment: The schooling experiences of children in an Australian Aboriginal community ...
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Exploring Refugee Students’ Second Language (L2) Motivational Selves through Digital Visual Representations
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Le, Nhu. - : Digital Commons @ University of South Florida, 2020
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In: Graduate Theses and Dissertations (2020)
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An exploration of English and Swedish pre-school teachers’ perspectives on their roles and values
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| 10 |
Integration of local texts and cultural practices in localised EFL classrooms:An ethnographic study of a rural Indonesian school
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| 11 |
Students’ and teachers’ perceptions and experiences of course scheduling in undergraduate sports sciences program: An Ethiopian case study
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In: Journal of University Teaching & Learning Practice (2019)
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| 12 |
Learners' experiences with informally learning Chinese from watching online videos.
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Abstract:
Thesis (Ph. D.)--University of Rochester. Warner School of Education, 2017. ; American college Chinese as Foreign Language (CFL) education is in need of an emic understanding of the learners, and CFL learners commonly have experience with informally learning Chinese from watching online videos. Informal learning has been recognized as one of the most powerful factors in Foreign Language (FL) development. While it has been commonly practiced, little research on informal CFL learning from watching online videos is available. CFL learning from videos is a complex process. Understanding the learners’ experience of informally learning Chinese from watching online videos is crucial for advancing the traditional CFL learning practices. Such an understanding is important for creating a socially oriented learning environment while taking into account both inter- (social) and intra-level (personal) factors in FL learning. Grounded in Sociocultural Theory (SCT) in Second Language Acquisition (SLA), this study fills this gap in the research on CFL. This is a multiple qualitative case study focused on three CFL participants’ informal learning experiences from watching videos. The data was collected through 12 sequentially designed, in-depth interviews, 30 participatory observations, three clip-elicitation conversations, and document analysis focused on three case participants. Using Constant Comparative Methods (CCM) in Grounded Theory (GT) as the data analysis method, this study found there were four prominent affordances from video learning: 1) providing a window for authentic conversation, 2) teaching Chinese native-like speech, 3) depicting Chinese social realities, and 4) offering a way of assessment. Videos are not always harmonious with CFL learning. There were also challenges. The interviews, field notes from observations, and document analysis suggest that the participants lacked verisimilitude in the Chinese video watching due to four main challenges. Specifically, the participants struggled to understand 1) Chinese internet cultural references (e.g., internet shortenings, buzzwords, and/or abbreviations), 2) contemporary Chinese cultural references (e.g., contemporary collectivist cultural values and cultural history in the 1990s in China), 3) traditional Chinese cultural references (e.g., dynastic knowledge and classical poems), and 4) the fast speed of video conversations. This study contributes to the existing body of knowledge in the field of FL education in general and CFL education in particular.
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Keyword:
CFL learning; digital media; informal learning; learner experiences; qualitative research; video learning
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URL: http://hdl.handle.net/1802/32717
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| 13 |
Learning Competencies Through Engineering Research Group Experiences
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In: Education Publications (2017)
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| 14 |
English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy
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La investigación formativa en ambientes ubicuos y virtuales en Educación Superior
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 51, 2017, pags. 9-18 (2017)
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Potential Barriers Students Face When Completing a Tertiary Qualification: The Lived Experiences of a Particular Minority Community Studying at a Western University
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| 18 |
Investigating Student Learning and Perceptions Through Concept Journaling: An Exploratory Case Study in Coordinate Algebra
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In: Middle and Secondary Education Dissertations (2015)
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| 19 |
Redesigning Foreign Language Education for Strategic Positioning in the Preparation of Twenty-First Century Global Citizens
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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Erlebnis- a Phenomenological Study of the Stream of Experience and Ideation of Three Adult Educators Living and Working in Turkey
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