scholarly journals Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development

SAGE Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 215824401985391 ◽  
Author(s):  
Ali Dincer ◽  
Savaş Yeşilyurt ◽  
Kimberly A. Noels ◽  
Dayuma I. Vargas Lascano
Keyword(s):  
Mixed Methods ◽  
The Self ◽  
Mixed Methods Study ◽  
Self Determination ◽  
System Model ◽  
Classroom Engagement ◽  
Efl Learners ◽  
Self System

Perceived Self-Determination Growth During an International Expedition for Adolescents With and Without Disabilities

2021 ◽  
Author(s):  
Kaitlyn Millen ◽  
Paula Wenner Conroy
Keyword(s):  
Mixed Methods ◽  
The United States ◽  
The Self ◽  
Mixed Methods Study ◽  
Self Determination ◽  
Future Research ◽  
Social Programs ◽  
Mixed Methods Approach ◽  
School Settings ◽  
Two Factors

Abstract Two factors that positively influence success in school and in post-school settings are self-determination and social programs such as expeditions for students with and without disabilities. This mixed methods study examined the benefits of a two-week international expedition to Nepal for adolescents (ages 14-18) with and without disabilities from the United States. The researchers measured self-determination in student participants utilizing the Self-Determination Inventory: Student Report (Shogren et al., 2020) as a pre/post-program measure and the No Barriers USA Program Evaluation (Duerden et al., 2016) as post-program measure. Twelve adolescents and four adult leaders who participated in the international expedition were interviewed to determine their perceptions of the benefits for students. The self-determination scores of student participants significantly increased (p = .007) after participation in the two-week expedition. Four major themes emerged from the data: disability and identity, self-determination growth, accessing supports, and sense of purpose. Using a mixed methods approach, we compared and integrated findings that support previous studies indicating that social programs increase self-determination skills. Implications for practice and future research are discussed.

Analyzing trends in the aural decoding errors of Japanese EFL learners

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
First Year ◽  
Formulaic Language ◽  
Decoding Skills ◽  
Efl Learners ◽  
Japanese University ◽  
Syntactic Knowledge ◽  
L2 Listening

Abstract Japanese EFL learners’ difficulty with accurately decoding connected English speech motivated this mixed methods study. The aural decoding capacities of 63 first-year Japanese university students, with low to intermediate level English proficiency, were first measured with a battery of paused transcription tests (PTT). The transcriptions were clusters of three-words that each possessed attributes typical of co-articulated speech. In addition, after each test, a subgroup of 10 participants individually listened to the same PTT and recounted introspective self-observations of their perceived difficulties with the aural decoding tasks in their L1. These quantitative and qualitative data were used to identify four trends in decoding errors which were categorized as follows: limited collocation familiarity, syntactic knowledge constraints, difficulties utilizing co-text, and L1 phonological influence. This study investigates some of the difficulties associated with aural decoding, highlights the challenges of identifying the origins of decoding errors and suggests that more focus is needed on developing decoding skills as well as knowledge of formulaic language in L2 listening education.

scholarly journals Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study

2018 ◽  
Vol 11 (2) ◽  
pp. 539-554
Author(s):  
Yusuf Demir ◽  
◽  
Gülçin Mutlu ◽  
Yavuz Selim Şişman ◽  
◽  
...  
Keyword(s):  
Mixed Methods ◽  
Communication Strategies ◽  
Oral Communication ◽  
Mixed Methods Study ◽  
Efl Learners

scholarly journals Legacy Beliefs Across Generations: Comparing Views of Older Parents and Their Adult Children

2018 ◽  
Vol 88 (2) ◽  
pp. 168-186
Author(s):  
Thomas M. Meuser ◽  
Thuli G. Mthembu ◽  
Brianne L. Overton ◽  
Nicolette V. Roman ◽  
Rebecca D. Miller ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Adult Child ◽  
Structured Interview ◽  
The Self ◽  
Mixed Methods Study ◽  
Mutual Understanding ◽  
New Approach ◽  
Older Parents ◽  
Parents And Children ◽  
Intention To Continue

This mixed-methods study examined legacy beliefs (i.e., anticipated remembrances and linkages to the self after death) as understood in 14 older parent and adult child pairs. This work validates and expands on a 2005 typology of legacy beliefs from gerontologists, Elizabeth Hunter and Graham Rowles. A structured interview was administered separately to parents and children, coded for legacy examples (i.e., those unique to the parent, overlapping, unique to the child), and analyzed with respect to expectations of similarity reported by each participant. Most predicted moderate to high overlap in mutual understanding of parent legacy. This was not the case, as there were far more unique legacy examples given than shared. Pairs agreed least with respect to material legacies, with half showing no agreement. All reported finding the structured discussion of legacy to be beneficial, with some indicating an intention to continue these discussions further. This work may constitute a new approach to intervention.

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