The role of informal learning activities in improving L2 lexical access and acquisition in L1 Arabic speakers learning EFL

2018 ◽  
Vol 46 (5) ◽  
pp. 594-604 ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton
Keyword(s):  
Informal Learning ◽  
Lexical Access ◽  
Learning Activities ◽  
Arabic Speakers

scholarly journals The mediating role of social informal learning in the relationship between learning climate and employability

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Samantha Crans ◽  
Maike Gerken ◽  
Simon Beausaert ◽  
Mien Segers
Keyword(s):  
Informal Learning ◽  
Information Seeking ◽  
Structural Equation ◽  
Learning Activities ◽  
Equation Modeling ◽  
Integrative Approach ◽  
Learning Climate ◽  
Content Type ◽  
Mediating Role

PurposeThis study examines whether learning climate relates to employability competences through social informal learning (i.e. feedback, help and information seeking).Design/methodology/approachMultiple regression analyses and structural equation modeling were used to test direct and indirect effects in a sample of 372 employees working in two Dutch governmental institutes.FindingsThe analyses confirmed that learning climate has an indirect effect on employability competences through feedback, help and information seeking. More specifically, the findings suggest that learning climate is important for employees' engagement in proactive social informal learning activities. Engaging in these learning activities, in turn, relates to a higher level of employability.Originality/valueThis study employs an integrative approach to understanding employability by including the organization's learning climate and employees' social informal learning behavior. It contributes to the extant literature on professional development by unraveling how proactive social informal learning relates to employability competences. It also provides new insights on learning climate as a determinant for social informal learning and employability.

Understanding learning spillover: the major role of reflection in the formal–informal learning interaction within different cultural value settings

2020 ◽  
Vol 32 (7) ◽  
pp. 513-532
Author(s):  
Svenja Richter ◽  
Timo Kortsch ◽  
Simone Kauffeld
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
Structural Equation ◽  
Spillover Effect ◽  
Uncertainty Avoidance ◽  
Learning Activities ◽  
Formal Training ◽  
Content Type ◽  
Globalized World

Purpose This study uses a holistic approach to learning at work to examine the role of reflection in the formal–informal learning interaction. The purpose of this study is to investigate how the reflection on a formal training affects the subsequent informal learning activities. This study also aims to provide insights into the effects of national culture values (in terms of uncertainty avoidance) on learning in the context of a globalized world of work. Design/methodology/approach In a longitudinal study, 444 employees working for a global acting automotive company located in 6 countries were surveyed 2 times (4–6 weeks between both measurements). Participants reflected on a training they participated in (t1: satisfaction and utility) and indicated their informal learning activities (t2). Structural equation modelling was used to investigate the effect of the reflection of training (t1) on the proceeding use of informal learning strategies (t2) and how uncertainty avoidance affects the use of different learning forms. Findings Results show a spillover effect: when employees reflect a formal training and rate it as satisfying, more use of informal learning proceeds. No effects were found for utility. Uncertainty avoidance had direct effects: high uncertainty avoidance results in better evaluations and more informal learning. Furthermore, uncertainty avoidance had an indirect effect on informal learning via reflection. Originality/value To the best of the authors’ knowledge, this study is the first to investigate the formal–informal learning interaction longitudinally and to introduce reflection as a mediator within this process. Furthermore, the study provides evidence that uncertainty avoidance is an important factor for formal and informal learning in the globalized world of work.

Psychological empowerment as an antecedent of workplace learning: A study in the context of SMEs in Pakistan

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Syed Tanveer Hussain Shah ◽  
Syed Mohsin Ali Shah ◽  
Junaid Athar Khan
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Structural Equation ◽  
Psychological Empowerment ◽  
Self Determination ◽  
Primary Data ◽  
Equation Modeling ◽  
Formal Learning ◽  
Important Form

A very important aspect of HRD research is Workplace Learning (WPL). WPL is very important considering its role in the development of skills and abilities of employees. Since employees are a crucial asset for organizations to achieve competitive advantage. Therefore, organizations must ensure continuous learning of their employees. This research was aimed at the investigation of the antecedent role of Psychological Empowerment (PE) for WPL. Using a quantitative approach, primary data was collected from 241 employees of 153 SMEs in Pakistan. Data was analyzed through Structural Equation Modeling (SEM) by using PLS-SEM. The results of the study indicated that PE did play the role of an antecedent of WPL. Furthermore, Informal learning appeared as the most important form of WPL, followed by incidental and formal learning in SMEs in Pakistan. Keywords: Psychological empowerment; self-efficacy; workplace learning; self-determination; PLS-SEM.

scholarly journals Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

2021 ◽  
pp. 089484532199164
Author(s):  
Adam M. Kanar ◽  
Dave Bouckenooghe
Keyword(s):  
Job Search ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Learning Activities ◽  
Job Seekers ◽  
Self Directed Learning ◽  
Significant Relationships ◽  
Directed Learning ◽  
Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

Heeding the voice of experience: The role of talker variation in lexical access

Cognition ◽  
2008 ◽  
Vol 106 (2) ◽  
pp. 633-664 ◽  
Author(s):  
Sarah C. Creel ◽  
Richard N. Aslin ◽  
Michael K. Tanenhaus
Keyword(s):  
Lexical Access ◽  
The Voice ◽  
Talker Variation

The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew

2016 ◽  
Vol 59 (4) ◽  
pp. 797-809 ◽  
Author(s):  
Mila Schwartz ◽  
Haitham Taha ◽  
Hanan Assad ◽  
Ferdos Khamaisi ◽  
Zohar Eviatar
Keyword(s):  
Morphological Awareness ◽  
Home Language ◽  
Linguistic Features ◽  
Initial Exposure ◽  
Word Structure ◽  
Arabic Speakers ◽  
Semitic Language ◽  
Target Languages ◽  
Linguistic Transfer

Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.

Workplace fun and informal learning: the mediating role of motivation to learn, learning opportunities and management support

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Morteza Taheri ◽  
Sharareh Motealleh ◽  
Jalil Younesi
Keyword(s):  
Informal Learning ◽  
Equation Modeling ◽  
Motivation To Learn ◽  
Opportunities To Learn ◽  
Management Support ◽  
Content Type ◽  
Learning Opportunity ◽  
Workplace Fun ◽  
The Relationship

Purpose Past research shows that workplace fun has a positive effect on informal learning, however, the role of individual and organizational mediating variables in this relation has not been studied much. This study aims to examine the role of management support, motivation to learn and learning opportunity in the relationship between workplace fun and informal learning. Design/methodology/approach In this multivariate correlation study, data were collected through questionnaires. In total, 200 employees of the petrochemical industry participated. Partial least squares structural equation modeling was used to analyze the data. Findings The main finding suggests that motivation to learn contributes to informal learning. Fun in the workplace has a positive and significant indirect effect on informal learning by providing a variety of opportunities to learn; the management support in the final model also mediates the relationship between workplace fun and opportunities to learn. Practical implications The results indicate the benefits of creating and maintaining fun in the workplace to improve informal learning. The authors will be better able to advise by providing abundant resources for formal training such as time, learning climate and financial resources, workplace fun can be used as a practical strategy to promote informal learning where the workplace is fun, innovation, creativity and performance improvement occur. Managers should make arrangements to spontaneously motivate employees to learn informally and provide fun and varied opportunities for informal learning. Originality/value In this study, the multiple correlations and the effect of motivation variables, learning opportunity and management support in the relationship between workplace fun and informal learning were studied. Examining how these relationships are and identifying the moderator of this relationship because of individual and environmental differences requires further studies.

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