scholarly journals Language Education for Preschool Children Based on Bandura's Self-efficacy Theory

2021 ◽  
Vol 4 (12) ◽  
Author(s):  
Chunying Zhang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Language Education ◽  
Learning Task ◽  
American Psychologist ◽  
Different Types ◽  
The Relationship

Self-efficacy was proposed by American psychologist Bandura in 1977. This paper explores the relationship between self-efficacy theory and children's language development, and proposes strategies to improve children’s self-efficacy in an all-round way, such as correcting adults’ attitudes towards children’s language learning, paying attention to children’s individual language learning experience, playing a role of peer model demonstration, setting up the moderate difficulty of language learning task, and exerting children's self-efficacy in language learning in different types of language activities.

Employment contract, job insecurity and employees’ affective well-being: The role of self- and collective efficacy

2018 ◽  
Vol 40 (2) ◽  
pp. 193-214 ◽  
Author(s):  
Beatriz Sora ◽  
Thomas Höge ◽  
Amparo Caballer ◽  
José M Peiró
Keyword(s):  
Collective Efficacy ◽  
Self Efficacy ◽  
Job Insecurity ◽  
Well Being ◽  
Temporary Employment ◽  
Employment Contract ◽  
Different Types ◽  
The Relationship ◽  
Perceived Job Insecurity

A large amount of research has focused on job insecurity, but without obtaining consistent results. Some authors have pointed that this variability might be due to the operationalization of job insecurity. Different types of job insecurity can provoke different employee reactions. The aim of this study is to analyse the effect of job insecurity, understood as temporary employment (objective job insecurity) and personal perception (subjective job insecurity), on affective well-being. In addition, the moderator roles of job self-efficacy and collective efficacy are examined in the relationship between job insecurity and employees’ affective well-being. This study was carried out with 1435 employees from 138 Spanish and Austrian organizations. The results showed a different effect of job insecurity depending on its conceptualization. Only subjective job insecurity was negatively related to affective well-being. Moreover, both self- and collective efficacy moderated the subjective job insecurity–outcomes relation, ameliorating employees’ well-being levels when they perceived job insecurity.

scholarly journals Examining the role of the learner and the teacher in language learning motivation

2020 ◽  
pp. 136216882093881
Author(s):  
Mairin Hennebry-Leung ◽  
Hu Amy Xiao
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Teaching Practice ◽  
Language Education ◽  
Learning Motivation ◽  
Effect Sizes ◽  
Personality Variables ◽  
Language Learning Motivation ◽  
Motivational Practice

Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression analysis to reveal a significant role of personality and teachers’ motivational practice in predicting language learning motivation and self-efficacy. Results reveal that while personality variables demonstrated large effect sizes for motivational orientations, teacher practice variables evidenced large effect sizes for language learning self-efficacy. Implications are discussed for theorization of language learning motivation and for teaching practice, with a particular emphasis on language teacher education.

scholarly journals Grammar Efficacy and Grammar Performance: An Exploratory Study on Arabic Learners

2017 ◽  
Vol 8 (4) ◽  
pp. 123-128
Author(s):  
Nik Hanan Mustapha ◽  
Nik Farhan Mustapha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Language Skills ◽  
Arabic Language ◽  
Public University ◽  
Sentence Construction ◽  
The Impact ◽  
The Relationship

Abstract Previous research has clearly documented that self-efficacy in language learning positively affects students′ performance in acquiring language skills. While much research has studied grammar efficacy indirectly as part of writing efficacy, none of these focuses on Arabic language learning. Considering the impact of self-efficacy on language learning, as well as the important role of grammar in Arabic learning, this study examines the relationship between grammar efficacy and grammar performance among students learning Arabic as a foreign language in Malaysian public universities. Specifically, it intends to determine the relationship between grammar efficacy and grammar performance among Arabic learners on three aspects: Correction of grammar errors, vocalization of words, and construction of sentences. Using a newly-developed questionnaire, 140 students majoring in Arabic language from a public university in Malaysia participated in the study. The questionnaire covers three important aspects in Arabic grammar learning: Correction of grammar errors, vocalization of words, and construction of sentences. This study showed a moderate correlation between grammar efficacy and grammar performance. Efficacy of sentence construction appeared to correlate the highest among the three aspects. Teachers′ awareness on the importance of heightening students perceived confidence in accomplishing grammar tasks will eventually promote better learning among students.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

scholarly journals The relationship between human values and creative ideation among undergraduate students: The role of creative self-efficacy

2021 ◽  
Vol 8 (1) ◽  
pp. 1885575
Author(s):  
Puthyrom Tep ◽  
Sorakrich Maneewan ◽  
Saranya Chuathong ◽  
Matthew A. Easter
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Human Values ◽  
Creative Self ◽  
Creative Ideation ◽  
The Relationship

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 269-275
Author(s):  
Martina Zimmermann ◽  
Sebastian Muth
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Learner ◽  
Critical Perspective ◽  
Future Success ◽  
Neoliberal Ideology ◽  
The Relationship

AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

THE EFFECT OF EXECUTIVE INCENTIVES ON TECHNOLOGICAL INNOVATION OF DECLINING ENTERPRISES – THE MODERATING EFFECT OF DECLINE DEGREE AND ORGANISATIONAL SLACK

2021 ◽  
Author(s):  
HAIYAN DUAN ◽  
KAMRAN AHMED ◽  
MARTHIN NANERE
Keyword(s):  
Technological Innovation ◽  
Executive Control ◽  
Synergistic Effects ◽  
Moderating Effects ◽  
Executive Incentives ◽  
Different Types ◽  
And Control ◽  
The Relationship ◽  
Equity Incentive

We examine the effects of different types of executive incentives on technological innovation of declining firms and the moderating effects of the degree of decline and organisational slack on executive incentives and enterprise technological innovation. We also assess the synergetic effects of different types of executive incentives on technological innovation of declining enterprises. We find the following: first, executive compensation incentive, equity incentive and control incentives are beneficial to promote technological innovation in declining enterprises. Second, the degree of decline negatively moderates the relationship between equity incentive and technological innovation. Third, organisational slack positively moderates the relationship between equity incentive and technological innovation, as well as the relationship between control incentives and technological innovation, especially for severely declining enterprises. Fourth, there are synergistic effects between executive control incentive and compensation incentive, control incentives and equity incentive on technological innovation. The contributions are as follows: first, taking declining enterprises as sample, we suggest that to increase the role of compensation incentive and equity incentive in promoting technological innovation in declining enterprises, the control incentives should be strengthened. Second, organisational slack should be fully exploited for severely declining enterprises so that executives should have the motivation and conditions to carry out technological innovation and further help declining enterprises to turnaround successfully.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

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