scholarly journals Exploring the Dynamic Interplay Between Foreign Language Enjoyment and Learner Engagement With Regard to EFL Achievement and Absenteeism: A Sequential Mixed Methods Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Yunxian Guo
Keyword(s):  
Mixed Methods ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Well Being ◽  
Structured Interview ◽  
Mixed Methods Study ◽  
Future Research ◽  
Learner Engagement ◽  
Sequential Mixed Methods

Scholarly attention to the feeling of enjoyment experienced in second language acquisition (SLA) has sharply increased in the past 5 years owing to its positive effect on facilitating academic outcomes as well as promoting language learners' well-being. This sequential mixed methods study aims to examine the interplay between Foreign language enjoyment (FLE) and learner engagement (LE) as well as their combined effects on participants' EFL achievement and absenteeism. To this end, we administrated a questionnaire containing the adapted FLE Scale and the four-aspect engagement inventory among 707 Chinese university students and a semi-structured interview among 28 of them. Statistical analysis revealed that FLE was highly and positively correlated with LE, and the causal relationship between the two constructs was reciprocal. Furthermore, both FLE and LE had low correlations with participants' academic achievements, but no significant correlation was found between FLE or LE and absenteeism. However, a higher level of FLE-social was associated with a lower level of absenteeism. Finally, no gender differences were found either in the level FLE or in that of LE. The thematic analysis indicated that FLE was subject substantially to teacher-related variables and the second most significant attractor of FLE was FLE-self. Analysis of the trends of LE indicated that Chinese EFL learners preferred to engage themselves in their English study more emotionally, behaviorally, and cognitively than agentically. Pedagogical implications of the findings for EFL practitioners are also discussed, and suggestions for future research are offered.

scholarly journals Implementation fidelity in a complex intervention promoting psychosocial well-being following stroke: an explanatory sequential mixed methods study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Line Kildal Bragstad ◽  
Berit Arnesveen Bronken ◽  
Unni Sveen ◽  
Ellen Gabrielsen Hjelle ◽  
Gabriele Kitzmüller ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Complex Intervention ◽  
Implementation Fidelity ◽  
Well Being ◽  
Mixed Methods Study ◽  
Sequential Mixed Methods

Willingness to communicate in english as a second language as a stable trait or context-influenced variable

2013 ◽  
Vol 36 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Denise Cameron
Keyword(s):  
Second Language ◽  
Mixed Methods ◽  
New Zealand ◽  
Foreign Language ◽  
Willingness To Communicate ◽  
Mixed Methods Study ◽  
Future Research ◽  
Learning Context ◽  
Structured Interviews ◽  
Qualitative Component

Whether Willingness to Communicate (WTC) is a permanent trait or is modified by situational context has previously been investigated in various studies (e.g. Cao & Philp, 2006; Kang, 2005; MacIntyre & Legatto, 2011). However, most research into WTC has been quantitative or conducted in the English as a Foreign Language (EFL) or Study Abroad situation in countries such as Canada, Japan, Korea and China. This article reports on the qualitative component of an exploratory mixed methods study in a New Zealand (NZ) university with participants who are permanent migrants from Iran. These students completed a questionnaire and participated in further in-depth semi-structured interviews. The article provides an overview of previous research into WTC and motivation in Iran and NZ as the context for these three case studies. In this study, six factors, both trait and situational, were identified as having an effect on these students’ WTC in both countries: self-perceived competence; personality; anxiety; motivation and the importance of English; and the learning context. Finally, this article discusses the contribution of this study to the WTC field of research, identifying the implications of these results for teachers of English in the ESL (English as a Second Language or migrant) context and possible avenues for future research.

scholarly journals 0367 Social Determinants of Black-White Disparities in the Work-Sleep Relationship by Occupational Class: A Sequential Mixed Methods Approach

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A140-A141
Author(s):  
C L Jackson ◽  
I Wright ◽  
O T Winful ◽  
L Feinstein ◽  
I Adams
Keyword(s):  
Mixed Methods ◽  
Gender Discrimination ◽  
Food Service ◽  
Structured Interview ◽  
Future Research ◽  
Occupational Class ◽  
Black Adults ◽  
Short Sleep ◽  
Black And White ◽  
Sequential Mixed Methods

Abstract Introduction Although Black adults disproportionately work in lower-wage, lower-skilled jobs and experience short sleep (<7 hours), which has been shown to vary by employment industry and occupation, there is scant literature regarding the influence of the work-sleep relationship on racial/ethnic sleep disparities. Our prior quantitative research based on nationally-representative data revealed a novel finding that the prevalence of short sleep was generally highest at professional occupational classes among Black adults but was the least prevalent among their White counterparts. Methods To identify reasons for short sleep generally increasing with increasing professional occupations among blacks but decreasing among whites, we conducted a qualitative study using a sequential mixed methods design among Black and White workers across a range of industries and occupations. Occupations were classified as “professional” (e.g., doctors; lawyers) or “non-professional” (e.g., retail; food service). Race-matched trained facilitators conducted 36 focus groups that were homogenous in terms of race-sex/gender-occupational class and 63 one-on-one interviews (N=334 overall participants) using semi-structured interview guides. NVivo software was used to identify themes/patterns. Results Participants were a mean age of 41 ± 11 years, 42% were men, 58% had an annual income of ≥$50,000, and 57% were professionals. Black professionals overwhelmingly described less informational and emotional support as well as needing to “work twice as hard to get half as far” (i.e., John Henryism) compared to coworkers as potential explanations for work-sleep disparities. Both Black and White professionals identified longstanding social structures, interpersonal discrimination, income disparities, and familial or self-imposed pressures to succeed. White professional women frequently reported experiences with gender discrimination, which - they reported - may intersect with and amplify the effects of racial discrimination among Black women. Regardless of occupational class, Black men additionally described unique stressors (e.g., political climate; finances; police). White men frequently avoided discussing disparities, and the existence of disparities was often denied/questioned by non-professionals across race and sex/gender. Conclusion Our findings inform future research and interventions designed to illuminate and/or address sleep disparities emanating from the workplace. Support This work was funded by the Intramural Program at the National Institute of Environmental Health Sciences (Z1AES103325-01).

scholarly journals Proactive frailty identification – a good idea? A sequential mixed-methods study of GP views

2021 ◽  
pp. BJGP.2020.0178
Author(s):  
Ebrahim Mulla ◽  
Elizabeth Orton ◽  
Denise Kendrick
Keyword(s):  
Mixed Methods ◽  
Risk Stratification ◽  
Independent Living ◽  
Structured Interview ◽  
Mixed Methods Study ◽  
Framework Analysis ◽  
Online Questionnaire ◽  
East Midlands ◽  
Sequential Mixed Methods ◽  
The Impact

Background: In England, general practitioners (GPs) are independent contractors working to a national contract. Since 2017 the contract requires GPs to use electronic tools to proactively identify moderate and severe frailty in people aged 65 and over and offer interventions to help those identified to stay well and maintain independent living. Little is currently known about GPs’ views of this contractual requirement. Aim: To explore GPs’ views of identifying frailty and offering interventions for those living with moderate or severe frailty. Design and setting: Sequential mixed-methods study of GPs in the East Midlands region of England (Derbyshire, Leicestershire, Lincolnshire, Nottinghamshire, Northamptonshire) between January and May 2019. Methods: Survey of GPs by online questionnaire, followed by semi-structured interview. Based on survey responses GPs with a range of views on identifying frailty, GP and practice characteristics, were selected for interview. Questionnaires were analysed using descriptive statistics. Interview transcripts were analysed using framework analysis. Results: 188 (6.1%) GPs responded to the survey and 18 GPs were interviewed. GPs were broadly supportive of identifying frailty, but felt risk-stratification tools lacked sensitivity and specificity and wanted evidence showing clinical benefit. Frailty identification increased workload and was under-resourced, with limited time for, and access to necessary interventions. GPs felt they lacked knowledge about frailty and more education was required. Conclusion: Proactively identifying and responding to frailty in primary care requires GP education, highly sensitive and specific risk-stratification tools, access to interventions to lessen the impact of frailty and adequate resourcing to achieve its potential clinical impact.

scholarly journals Nurses’ educational needs when dealing with aggression from patients and their families: a mixed-methods study

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e041711
Author(s):  
Kana Sato ◽  
Yoshimi Kodama
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Phase I ◽  
Phase Ii ◽  
Mixed Methods Study ◽  
Self Awareness ◽  
Two Phase ◽  
Sequential Mixed Methods ◽  
Nursing Professionals ◽  
Educational Contents

ObjectivesTo explore the type of education needed for nurses when dealing with aggression from patients and their families.DesignA two-phase sequential mixed-methods study.SettingThis study was conducted in Japan, with phase I from March to November 2016 and phase II in November 2018.Main outcome measuresThe challenges faced by nurses when dealing with incidents of aggression from the neutral perspective of neither nurse nor patient/family and perceptions of the educational contents developed in this study. Descriptive analyses were used to examine the data retrieved from both phases.ParticipantsPhase I entailed semistructured interviews among 11 neutral-party participants who observed aggressive incidents between nurses and patients/families. Phase II consisted of a web survey conducted among 102 nursing students and 308 nursing professionals.ResultsPhase I resulted in the identification of the following five main educational components: understanding the mechanisms of anger and aggression, maintaining self-awareness, observant listening, managing the self-impression, and communicating based on specific disease characteristics. Each component was related to improved communication through self-awareness. The results of phase II indicated that participants positively perceived these educational contents as likely to be effective for dealing with aggression from patients/families.ConclusionsThis study clarified the type of education needed for nurses when dealing with aggression based on multiple viewpoints. Specifically, neutral-party interviews revealed that communication should be improved through self-awareness. A subsequent survey among nurses and nursing students showed that the identified educational contents were positively received.

A Generative Sequential Mixed Methods Approach Using Quantitative Measures to Enhance Social Constructionist Inquiry

2021 ◽  
pp. 155868982098627
Author(s):  
Diego Romaioli
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Social Constructionist ◽  
Social Scientists ◽  
Mixed Methods Approach ◽  
Qualitative And Quantitative Methods ◽  
Sequential Mixed Methods

In order to enhance core mixed methods research designs, social scientists need an approach that incorporates developments in the social constructionist perspective. This work describes a study that aimed to promote occupational well-being in hospital departments where employees are at risk of burnout, based on a constructionist inquiry developed starting from the Maslach Burnout Inventory. Taking this study as an example, we define a “generative sequential mixed methods approach” as a process that involves consulting quantitative studies to identify criticalities on which to conduct focused, transformative investigations. The article contributes by envisaging ways to mix qualitative and quantitative methods that consider a “generative” and “future-forming” orientation to research, in line with recent shifts in social psychology.

How the environment is conceptualised and represented globally in social work codes of ethics

2021 ◽  
pp. 002087282110200
Author(s):  
Kang Liu ◽  
Catherine A Flynn
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Mixed Methods ◽  
Physical Environment ◽  
Codes Of Ethics ◽  
Mixed Methods Study ◽  
Sequential Mixed Methods ◽  
The Social ◽  
Holistic Understanding

While the environment is fundamental to humankind’s wellbeing, to date, social work has been largely focused on the social, rather than the physical, environment. To map how the broader environment is captured in the profession’s foundational documents, an exploratory sequential mixed methods study (QUAL → quan) analysed data from 64 social work codes of ethics. Findings indicate that although the environment is mentioned in the majority of these, there is a continued focus on the social, overlooking to some degree the physical, predominantly the built, environment. A more holistic understanding of the environment would enable social work to better fulfil its commitment to human rights and social justice.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

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