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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...51 Hits 1 – 20 of 1.001 1 Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ... sarbunan, thobias. - : Open Science Framework, 2022 BASE Show details 2 The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson Williams, Thai In: Electronic Theses and Dissertations (2022) BASE Show details 3 Digital Distractions in the College Classroom Flanigan, Abraham E., Dr.; Kim, Jackie Hee-Young In: Curriculum, Foundations, & Reading Faculty Bookshelf (2022) BASE Show details 4 Learning Analytics: A Classroom Response System’s impact on Summative Assessment Tucker, Eric J. In: SoTL Commons Conference (2022) BASE Show details 5 English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction Kelly, Teresa Marie; Thompson, Stephanie; Bone, Sheryl In: Georgia International Conference on Information Literacy (2022) BASE Show details 6 Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy Shin, Ji Hye; Choi, Jayoung; Khote, Nihal... In: SoTL Commons Conference (2022) BASE Show details 7 Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness Ross, Sabrina N. In: Georgia International Conference on Information Literacy (2022) BASE Show details 8 Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ... Caron-Diotte, Mathieu. - : Open Science Framework, 2022 BASE Show details 9 Revising Talk: Promoting Reflective Dialogic Exchange in First-Year Writing Peer Review Buhrman, Daniel In: Student Research and Creative Activity Fair (2022) BASE Show details 10 The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners Vannatter, Catherine E. In: Theses and Dissertations--Education Sciences (2022) BASE Show details 11 Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries Owan, Valentine Joseph; Agurokpon, Daniel Clement; Owan, Abahcham V. In: Library Philosophy and Practice (e-journal) (2022) BASE Show details 12 Cuentos de Realidad Aumentada para el aprendizaje de la lengua Peña Acuña, Beatriz; Martínez Sala, Alba María In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 291-306 (2022) BASE Show details 13 Social Justice in the Language Classroom Series: Argentina Báez, Graciela In: Early College Folio (2021) BASE Show details 14 Theme-based Second Language Learning through Multimodal Experimental Animation Xu, Yuan; Li, Bailu In: Chinese Language Teaching Methodology and Technology (2021) BASE Show details 15 Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project Van Winkle, Kristina A. In: All Antioch University Dissertations & Theses (2021) BASE Show details 16 Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative Finau, Lynette Suliana Sikahema In: All Antioch University Dissertations & Theses (2021) BASE Show details 17 Do Students with Specific Learning Disorders with Impairments in Reading Benefit from Linguistic Simplification of Test Items in Science? ... Cruz Neri, Nadine. - : Open Science Framework, 2021 BASE Show details 18 Closing The English Language Proficiency Gap In Post-Secondary Education In Canada Lothian-Hendrix, Priscilla In: Dissertations (2021) BASE Show details 19 Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021 In: Theses: Doctorates and Masters (2021) Abstract: Learner motivation is recognised as a crucial determinant of successful second language (L2) learning. However, to date, little research has been directed into the motivational dimensions of L2 learning in Vietnam, where English has currently become the most popular foreign language with millions of learners nationwide. Further, there is a limited amount of research internationally that explores the motivational levels and development of L2 students at the transition from school level to higher education. This study aimed to develop a profile of the motivation and learning experiences of a cohort of Vietnamese first-year English-major students over one academic year. As an attempt to integrate the L2 research field with mainstream educational psychology, the study drew theoretically from Eccles et al.’s expectancy-value theory (EVT). This framework, though recognised as one of the most influential motivation theories, has received limited attention in the L2 field. Specifically, the research explored: the EVT constructs of attainment value (personal importance), intrinsic value, utility value, cost, perceived competence, and expectancies for success; their variations across the cohort over one year; their correlations; and their impacts on motivational indicators of English-major choice, English learning effort and willingness to communicate. The study also offers explanations for those variations. Informed by critical realist perspectives, the study adopted a longitudinal, explanatory mixed-methods design. A cohort of 149 first-year English-major students at one Vietnamese university were surveyed three times over one academic year. Drawing on the results of the first survey, a sample of 15 participants exhibiting a range of motivational profiles were recruited to take part in three rounds of individual interviews over the same year. Results demonstrated various explanatory powers that the EVT constructs had in understanding Vietnamese English-major students’ motivated behaviours. For example, while personal importance and utility value linked to English seemed to be more potent reasons for participants enrolling in an English major, their L2 learning engagement and willingness to communicate in English were linked more strongly to intrinsic value and expectancies for success. The study further revealed different developmental trajectories of student values and beliefs. While the students maintained relatively stable levels of personal importance and utility value, studying English became slightly less interesting to them. Regarding cost dimensions, the participants reported an increase in opportunity cost they perceived from iv studying English while becoming less anxious about speaking the language. For the two competence-related beliefs, while the students perceived an improvement in their English proficiency, they reported decreasing levels of expectancies for success and became more realistic about the potential to improve their English. The participants also reported a lower investment in learning effort and less willingness to communicate in English, which paralleled the declines in intrinsic value and expectancy beliefs. Interviews with participants revealed the impacts of different contextual and individual factors, especially those of teaching and learning activities on their L2 motivation. Overall, the findings of this study suggested that expectancy-value model provided a fresh but effective theoretical approach to understanding the motivational patterns of Vietnamese first-year English-major students and is potentially applicable to inquiry into L2 motivation in other contexts. Moreover, this study’s findings also contribute to extending current understandings of the EVT constructs. Finally, the findings from this study provide valuable insights and suggestions to better support English language learners in Vietnamese tertiary institutions and similar contexts. Keyword: and Multicultural Education; Bilingual; critical realism; Educational Methods; English as a foreign language; English-major; expectancy-value theory; first-year; higher education; International and Comparative Education; learner motivation; longitudinal; mixed-methods; Multilingual; Second language; Vietnam URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3425&context=theses https://ro.ecu.edu.au/theses/2423 BASE Hide details 20 TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ... Stockton, Richard. - : Open Science Framework, 2021 BASE Show details Page: 1 2 3 4 5...51

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