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Self-efficacy in teaching Chinese as a foreign language in Australian schools
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Native language self-concept and reading self-concept. Same or different? ...
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Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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Young second language learners’ competence and affective self-concept
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Abstract:
Recent research has distinguished between the competence and affective components of self-concept. Young learners of English as a second language (L2) in Hong Kong (N = 110) completed survey items on both the competence and affective components and their L2 skills. In support of the domain specificity of self-concept, both components were associated with L2-related variables but not with other academic areas. Analyses of variance found significant effects of both components on classwork and homework. The main effect of competence was significant for reading, writing and speaking whereas the main effect of affective was significant for writing, speaking, and listening. Results support the importance of both components of self-concept but also imply some subtly differential effects on young L2 learners.
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Keyword:
130207 - LOTE; 130309 - Learning Sciences; 930102 - Learner and Learning Processes; ESL and TESOL Curriculum and Pedagogy (excl. Maori)
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URL: http://handle.uws.edu.au:8081/1959.7/561233
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Saudi female students learning English : motivation, effort, and anxiety
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Questioning new directions in understanding student motivation : an investigation into the domain specificity of motivational goals
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Chinese language reform in Singapore : teacher perceptions of instructional approaches and curriculum implementation
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Mandatory use of technology in teaching : who cares and so what?
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Relating use of digital technology by pre-service teachers to confidence : a Singapore survey
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Self-concepts of English-speaking and non-English-speaking students in an English-speaking country
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University students’ satisfaction with Spanish learning online and face-to-face
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Adolescent peer relations instrument : assessment of its reliability and construct validity when used with upper primary students
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Domain specificity of trilingual teachers' verbal self-concepts
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