1 |
Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges
|
|
Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021
|
|
BASE
|
|
Show details
|
|
2 |
The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships
|
|
Zhang, D; Ke, S. - : Department of English Studies, Adam Mickiewicz University, Kalisz, Poland, 2020
|
|
BASE
|
|
Show details
|
|
5 |
Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
|
|
Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
|
|
BASE
|
|
Show details
|
|
6 |
The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English
|
|
Ke, S; Zhang, D. - : International Reading Association / Wiley, 2019
|
|
BASE
|
|
Show details
|
|
7 |
K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Typical vs. atypical: Combining auditory Gestalt perception and acoustic analysis of early vocalisations in Rett syndrome
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Self-regulated learning of vocabulary in English as a Foreign Language
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China
|
|
|
|
Abstract:
This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record. ; Though pedagogical beliefs have been identified as critical factors in the success of technology integration, very few studies have included them in technology-adoption models. The present study revises the Technology Acceptance Model (TAM) by adding teachers’ pedagogical beliefs, and tests the revised model among university-level English as a foreign language (EFL) teachers in China. Specifically, the revised model examines how teachers’ constructivist and/or transmissive pedagogical beliefs influence four key constructs of the TAM: perceived usefulness, perceived ease of use, attitude toward use, and intention to use. Survey data were collected from 202 Chinese EFL teachers and analyzed using path analysis. The revised model showed a good model fit. The results indicated that the sampled teachers’ pedagogical beliefs were more constructivist-oriented than transmissive-oriented, and that the former type of beliefs had a significant positive influence on three of the above-mentioned TAM constructs (perceived usefulness, perceived ease of use, and attitude toward use). Teachers’ transmissive pedagogical beliefs, on the other hand, did not have any significant impact on their attitudes toward information and communication technology (ICT) or their perceptions of its usefulness, though such beliefs did significantly affect their perceptions of how easy ICT was to use. Implications of these findings for teacher education and professional training are discussed.
|
|
Keyword:
Attitude toward ICT; Chinese EFL teachers; Constructivist beliefs; Pedagogical beliefs; Perceived ease of use; Perceived usefulness; Transmissive beliefs
|
|
URL: https://doi.org/10.1080/09588221.2017.1347572 http://hdl.handle.net/10871/28197
|
|
BASE
|
|
Hide details
|
|
16 |
Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study
|
|
Zhang, D. - : Oxford University Press (OUP), 2016
|
|
BASE
|
|
Show details
|
|
20 |
Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
|
|
Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
|
|
BASE
|
|
Show details
|
|
|
|