Teachers’ Efficacy, Identity and Motivational Strategies and their Effects on L2 learners’ Achievement

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students’ L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007). Furthermore, the final class outcomes of the teachers’ students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students’ L2 achievement. The results revealed that EFL teachers’ efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students’ L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students’ L2 achievement. Based on the findings of the study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use.

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Feedback Environment and Creativity in Education Organizations

International Research in Education ◽

10.5296/ire.v3i2.7585 ◽

2015 ◽

Vol 3 (2) ◽

pp. 121

Author(s):

Ying-Leh Ling ◽

Fairuz Ismail ◽

Abdul Ghani Kanesan Abdullah

Keyword(s):

Quantitative Study ◽

Positive Relationship ◽

Pearson Correlation ◽

Study Data ◽

Educational Organizations ◽

Feedback Environment ◽

High Quality ◽

Significant Difference ◽

Inferential Analysis ◽

The Relationship

This study aims to examine the relationship between feedback environment practices and creativity in the educational organizations. This study is a quantitative study. A total of 40 polytechnic students from Polytechnic Kuching Sarawak are randomly selected to participate in this study. Data were obtained using a set of questionnaire consisting of three parts. The data obtained were analyzed descriptively and inferentially. Inferential analysis involves t test and Pearson correlation. The findings have shown that the level of feedback environment based on students' perception is high. Simultaneously, the level of creativity among the students is also high. The findings indicated that there is no significant difference in feedback environment between genders. Furthermore, the study also showed a significant and positive relationship between feedback environment and students’ creativity. The results of this study have several implications directly to the formation of high-quality students as feedback environment and students’ creativity are interrelated and inseparable in educational organizations.

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The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

Theory and Practice in Language Studies ◽

10.17507/tpls.0901.05 ◽

2019 ◽

Vol 9 (1) ◽

pp. 34

Author(s):

Sarunya Tarat

Keyword(s):

English Language ◽

Morphological Awareness ◽

Northern Region ◽

Vocabulary Knowledge ◽

Efl Learners ◽

Significant Difference ◽

Identification Test ◽

Efl Students ◽

Unknown Words ◽

The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

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Relationship between Self Concepts and Students' Academic Achievements in Selected Medical Colleges

Bangladesh Journal of Medical Education ◽

10.3329/bjme.v2i1.18131 ◽

2014 ◽

Vol 2 (1) ◽

pp. 10-13

Author(s):

Md Humayun Kabir Talukder ◽

Shahana Parvin

Keyword(s):

Academic Achievement ◽

Medical Students ◽

High Achievers ◽

Self Concept ◽

Dominant Dimension ◽

Achievement Data ◽

Significant Difference ◽

The Relationship ◽

Pearson Correlations ◽

Medical Colleges

This cross - sectional descriptive study was conducted to explore the relationship of medical students' self-concept with their academic achievement. The study population was preclinical second year medical students. Study was carried out at one government and one non-government medical colleges in Dhaka. Sample size was 254 and sampling technique was purposive. The three dimensions of self concept: personal, family and social self-concept of medical students were assessed through 45- items questionnaire, which was answered on a five-point Likert scale. Data was collected by self administered structured questionnaire with Bengali version. Academic achievement data were measured by two term examinations marks of three subjects (Anatomy, Physiology & Biochemistry) based on written and oral examinations. Simple statistical tests were used to analyze the dominant dimension of student's self-concept. Inferential statistic such as ttest was used to analyze the difference between the self-concept and gender. Pearson correlations were used analyze the relationship between self-concept of students with their academic achievement. The participant's age ranged from 17 - 23 years with a mean of 19.8 and a standard deviation of 0.93. Among the respondents 47% were male and 53% were females. In term-I and term-II exams majority (66.9% and 66.1%) student were high achievers. The research finding showed that the dominant dimension of self concept was family self-concept (mean value was 53.73). Beside that, t-test analysis showed that there was significant difference between dimension of self-concept of students according to gender (p= 0.03, p= 0.02). Pearson correlations analysis showed that there was positive correlation between dimensions of self-concept with student's academic achievement. Study recommended to increase the student's self-concept in order to enhance their academic achievement. DOI: http://dx.doi.org/10.3329/bjme.v2i1.18131 Bangladesh Journal of Medical Education Vol.2(1) 2011: 10-13

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Investigation of the Relationship between the Organizational Cynicism Levels and Intent of Revenge of Sports Science Faculty Students Who Work

World Journal of Education ◽

10.5430/wje.v8n6p45 ◽

2018 ◽

Vol 8 (6) ◽

pp. 45

Author(s):

Sevim Güllü

Keyword(s):

Positive Relationship ◽

Personal Information ◽

Pearson Correlation ◽

Science Students ◽

Data Collection Tool ◽

Sports Science ◽

Organizational Cynicism ◽

Significant Difference ◽

The Relationship ◽

Academic Year

The research aims to determine the level of relationship between the organizational cynicism and the tendency ofrevenge of sports science students. In this study, descriptive and relational screening technique was used as theresearch technique. The working group consists of 105 students (36 female, 69 male). The participants are studentwho study at Istanbul University Faculty of Sports Science in the academic year of 2017-2018. All of the studentshave been working at an organization/ a workplace for at least 6 months. As the data collection tool, two scales wereutilized with the personal information form prepared by the researchers. Organizational Cynicism Scale and RevengeScale were used. The percentage (%), frequency, skewness, kurtosis, t-test, ANOVA, Pearson Correlation analysiswere used. As a result there is a positive relationship between the level of organizational cynicism and intention ofrevenge. It was revealed that gender and type of employment variables did not make a significant difference inorganizational cynicism and sub-dimensions and will for revenge. However, significant differences have beenidentified in favor of the participants with a low salary in the behavioral sub-dimension of organizational cynicism.On the other hand, the scores of organizational cynicism and will for revenge of the participants are moderate andeven low.

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On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes

English Language Teaching ◽

10.5539/elt.v8n11p56 ◽

2015 ◽

Vol 8 (11) ◽

pp. 56

Author(s):

Maryam Sharajabian ◽

Mahmood Hashemian

Keyword(s):

Language Learning ◽

Survey Design ◽

Language Teachers ◽

Pedagogical Beliefs ◽

Significant Difference ◽

Teachers Beliefs ◽

Efl Teachers ◽

L2 Learners ◽

Language Schools ◽

The Relationship

The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.

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A Comparative Analysis of Writing Strategies and Performance in a Saudi University

Studies in Self-Access Learning Journal ◽

10.37237/090403 ◽

2018 ◽

pp. 425-443

Author(s):

Miriam Alkubaidi

Keyword(s):

English Language ◽

First Language ◽

Writing Strategies ◽

Writing Proficiency ◽

Writing Performance ◽

Frequent Use ◽

Significant Difference ◽

Efl Students ◽

And Performance ◽

The Relationship

There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners

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The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

Jurnal Intelek ◽

10.24191/ji.v15i2.283 ◽

2020 ◽

Vol 15 (2) ◽

pp. 12-22

Author(s):

Normala Ismail ◽

Mohamad Kamil Ariff Khalid

Keyword(s):

Social Sciences ◽

Positive Relationship ◽

Test Results ◽

Self Directed Learning ◽

Level Of Education ◽

Significant Difference ◽

E Learning ◽

Directed Learning ◽

Level Of Understanding ◽

The Relationship

The main purpose of this study is to identify the students’ understanding of e-learning and their readiness for self-directed learning. A total of 306 Diploma level students of a various program from three faculties at Universiti Teknologi MARA (UiTM) Pahang Raub Campus have been surveyed. The data were obtained through questionnaires distributed and analyzed using the Statistical Package for Social Sciences (SPSS) version 23. The findings show that the respondents’ level of understanding of the concept and their responsibility on e-learning is high while their readiness for self-directed learning is low. The correlation test results show that there is a significant positive relationship between the respondents’ level of understanding to e-learning and their willingness for self-directed learning but the correlation is weak. The findings also showed that the respondents’ level of education and study grade have a significant difference in their readiness for self-directed learning.

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Apprehension, Topic Variety, and Proficiency in Writing of Indonesian EFL Students

Studies in English Language Teaching ◽

10.22158/selt.v4n3p314 ◽

2016 ◽

Vol 4 (3) ◽

pp. 314

Author(s):

Bambang Yudi Cahyono ◽

Rizky Amelia ◽

Ira Mutiaraningrum

Keyword(s):

Significant Relation ◽

Significant Difference ◽

Writing Students ◽

Efl Teachers ◽

Efl Students

This study examined the relation between Indonesian EFL students’ apprehension and proficiency in writing, students’ proficiency in writing across apprehension levels, and students’ proficiency in writing across topic variety. It involved 52 EFL students of the English Deparment of an Indonesian university. The students were assigned to write opinion essays in three different topics: general, personal, and academic topics. They were also asked to complete a questionnaire which was used to elicit their apprehension scores. The results of the analysis show that (1) there was no significant relation between students’ apprehension and their proficiency in writing, (2) there was no significant difference in the proficiency in writing between low apprehension students and medium apprehension students, and (3) there were significant differences between students’ proficiency in writing general topics and academic topics and between their proficiency in writing personal topics and academic topics. This study suggests that EFL teachers of writing should not consider students’ apprehension levels as a factor that affects students’ proficiency in writing in a negative way. In addition, when assigning students to write academic topics, EFL teachers are recommended to provide some strategies to help them write more easily.

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Determinants of Brand Recall in Social Networking Sites

Social Media Marketing ◽

10.4018/978-1-5225-5637-4.ch022 ◽

2018 ◽

pp. 454-476

Author(s):

Kaan Varnali ◽

Vehbi Gorgulu

Keyword(s):

Social Networking ◽

Social Networking Sites ◽

Positive Relationship ◽

User Interaction ◽

Perceived Popularity ◽

Brand Recall ◽

Significant Difference ◽

Brand Involvement ◽

Brand Congruence ◽

The Relationship

This research aims to contribute to the understanding of how brand impressions in social networking sites influence brand recall. Further, the relationship between the built-in metrics offered by social networking sites and brand recall are also examined to assess the validity of these metrics as measures of advertising effectiveness. Results indicate a positive relationship between brand recall and self-brand congruence, tie-strength with, trust toward, and perceived popularity of the profile associated with the post, and clicking a link embedded in the post / ad in which the brand appears. On the other hand, there is not a significant difference between the levels of brand involvement, homophily with the profile associated with the post / ad, like-count, and four types of built-in user-interaction options including liking, sharing, posting a comment and tagging among the brands that were successfully retrieved from the memory and those were not.

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The relationship between musical self-concept and musical creativity among secondary school music students

International Journal of Music Education ◽

10.1177/0255761418798402 ◽

2018 ◽

Vol 37 (1) ◽

pp. 78-90

Author(s):

Lucy Lugo Mawang ◽

Edward M. Kigen ◽

Samuel M. Mutweleli

Keyword(s):

Gender Difference ◽

Secondary School ◽

Positive Relationship ◽

Self Concept ◽

Music Students ◽

Creativity Assessment ◽

Significant Difference ◽

School Music ◽

Musical Creativity ◽

The Relationship

The purpose of this study was to establish the relationship between musical self-concept and musical creativity, and to determine the best predictors of musical creativity given the musical self-concept dimensions. Participants ( N = 201) were music students, drawn from 21 secondary schools in Kenya. Music Self-perception Inventory-Version 2 (MUSPI) was used to gather data on participants’ musical self-concept. Musical creativity was measured using the Consensual Musical Creativity Assessment Scale (CMCAS). Results indicated a positive relationship between musical self-concept and musical creativity ( r = .25, p < .01). All the musical self-concept dimensions, except singing and dancing showed positive associations with musical creativity. Further, a significant mean difference in musical creativity for positive and negative musical self-concept was observed. Multiple regression indicated that the best predictors of musical creativity were sense of rhythm and dancing self-concepts and the strongest predictor of musical creativity was sense of rhythm self-concept. A significant gender difference in musical creativity was observed, with males scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommends interventions and conducive environments for the development of positive musical self-concept.

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