English foreign language teachers’ beliefs about adult learners’ engagement

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 2024-07-09 DOI:10.1080/09571736.2024.2370977

Irene Acosta-Manzano, Sarah Mercer

引用次数: 0

Abstract

How teachers understand their learners’ engagement and in-class behaviours affects their approaches to teaching, thereby making their beliefs critical mediators of their pedagogical and didactic pr...

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英语外语教师对成人学习者参与的看法

教师如何理解学习者的参与和课堂行为会影响他们的教学方法，从而使他们的信念成为其教学和说教实践的关键中介。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages