Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners

2017 ◽  
Vol 32 (2) ◽  
pp. 127-146 ◽  
Author(s):  
Laura Mahalingappa ◽  
Elizabeth M. Hughes ◽  
Nihat Polat
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

From Preservice to Inservice

2015 ◽  
Vol 5 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Follow Up Study

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

scholarly journals Exploring the Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Daeyeoul Lee ◽  
Matthew Allen ◽  
Lixia Cheng ◽  
Sunnie Watson ◽  
William Watson
Keyword(s):  
College Students ◽  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
College Setting

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

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