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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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Narrative story stem methodologies: Use and utility of quantitative and qualitative approaches across the lifespan
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In: Narrative Inquiry, vol 31, iss 1 (2021)
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Practicalities of language data collection and management in and around Indonesia ...
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International Bilingual Journal of Culture, Anthropology and Linguistics ...
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Abstract:
© 2020 There is growing evidence that the self-efficacy beliefs of English as a foreign language (EFL) teachers in East Asian contexts and their second language (L2) proficiency intersect to shape teaching behaviour. However, due to sometimes uncritical use of research instruments developed in the West, imported without sufficient adaptation into Confucian-heritage cultures, the strength of the relationship between EFL teachers’ self-efficacy beliefs and their L2 proficiency may be less clear, for example with pre-service teachers (PSTs). As this group is under-researched, it is also less clear how PSTs’ self-efficacy beliefs develop during the practicum, shaped by which influences. Set in a Vietnamese context with PSTs drawn from two major universities, our longitudinal mixed methods study addresses these issues. Employing exploratory factor analysis, we reveal dimensions of the PSTs’ self-efficacy beliefs. Our correlation and regression analyses then indicate consistent and strong relationships between these beliefs and L2 proficiency, apparently impacted by Vietnamese cultural and contextual factors. Our paired samples t-tests highlight self-efficacy beliefs growth in general pedagogical skills during the practicum, while content analysis of qualitative data reveals the kinds of experiences that impacted change, including those experiences provided by school mentors. Implications for L2 teacher education and research are discussed.
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Keyword:
and Cultures; and Multicultural Education; and Research; Arts and Humanities; Bilingual; Education; Educational Assessment; Educational Sociology; English as a foreign language; English Language and Literature; Evaluation; Language proficiency; Multilingual; Other Languages; Practicum; Pre-service teacher education; Social and Behavioral Sciences; Societies; Sociology; Teachers’ self-efficacy beliefs; Vietnam
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URL: https://ro.ecu.edu.au/ecuworkspost2013/9303
https://doi.org/10.1016/j.system.2020.102422
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| 8 |
Modelowanie percepcji transformacji politycznej. Podejście systemowe ...
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Modelowanie percepcji transformacji politycznej. Podejście systemowe ...
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Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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| 11 |
SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ...
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SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ...
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| 13 |
ROLE OF LINGUOECOLOGY IN EDUCATIONAL ACTIVITIES AND EDUCATIONAL WORK: MODERN FEATURES AND DEVELOPMENT PROSPECTS ...
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| 14 |
ROLE OF LINGUOECOLOGY IN EDUCATIONAL ACTIVITIES AND EDUCATIONAL WORK: MODERN FEATURES AND DEVELOPMENT PROSPECTS ...
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| 15 |
ROLE OF LINGUOECOLOGY IN EDUCATIONAL ACTIVITIES AND EDUCATIONAL WORK: MODERN FEATURES AND DEVELOPMENT PROSPECTS ...
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The impact of grit and its predictors on face-to-face vs online language learning ...
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| 19 |
"Problems of Purpose, Production and Evaluation of the Conclusion of the Forensic Linguistic Examination of Obscene Vocabulary". ...
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Impact of stimulus variability on the understanding of reversible sentences in adolescents with Developmental Language Disorder: learning vs. generalisation. ...
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