The Asia-Pacific Education Researcher最新文献_第4页

Effects of Psychological Resilience on Online Learning Performance and Satisfaction Among Undergraduates: The Mediating Role of Academic Burnout 心理复原力对大学生在线学习成绩和满意度的影响：学业倦怠的中介作用

The Asia-Pacific Education Researcher Pub Date : 2024-05-23 DOI: 10.1007/s40299-024-00862-1

Shuwen Wang, Yang Wang, Li Zhao

引用次数: 0

Chinese Migrant Children’s Parental Involvement Profiles and Associations with Their Reading Comprehension in Secondary School: A Latent Profile Analysis 中国流动儿童的父母参与概况及其与中学阅读理解能力的关联：潜在特征分析

The Asia-Pacific Education Researcher Pub Date : 2024-05-22 DOI: 10.1007/s40299-024-00864-z

Jiangze Lin, Quan Qian

引用次数: 0

The Association Between Teacher Competence and College Students’ Academic Achievement: The Mediating Role of College Students’ Mental Health 教师能力与大学生学业成绩之间的关系：大学生心理健康的中介作用

The Asia-Pacific Education Researcher Pub Date : 2024-05-18 DOI: 10.1007/s40299-024-00861-2

Zhenhua Zheng, Wanting Liu, Yong Wang

引用次数: 0

Language Mindset, Anxiety, and Proficiency: What Does Path Analytic Approach Indicate? 语言心态、焦虑和能力：路径分析方法说明了什么？

The Asia-Pacific Education Researcher Pub Date : 2024-05-13 DOI: 10.1007/s40299-024-00857-y

Mohammad Amini Farsani, Shadi Sadat Seyedshoja

{"title":"Language Mindset, Anxiety, and Proficiency: What Does Path Analytic Approach Indicate?","authors":"Mohammad Amini Farsani, Shadi Sadat Seyedshoja","doi":"10.1007/s40299-024-00857-y","DOIUrl":"https://doi.org/10.1007/s40299-024-00857-y","url":null,"abstract":"Students act according to their beliefs and mindsets. Being aware of such individual differences can help L2 teachers make sound and evidence-based educational decisions. Having said this, the purpose of the current study was to explore the relationship among language mindset, language proficiency, and anxiety through a path analysis in an EFL context at different proficiency levels. The study involved 500 Iranian English learners in six private language institutes. The instruments used were a modified version of the language mindset, foreign language anxiety, and self-reported proficiency. The path-analytic results revealed that the model with the three variables enjoyed a good fit, confirming an interrelationship among L2 language mindset, anxiety, and proficiency. Furthermore, the study also reported a significant relationship between mindset, anxiety, and language proficiency. Negative attitudes towards learning a foreign language, such as fear of negative evaluation, bad experiences in the classroom, and students’ beliefs about their abilities, have a significant association with L2 anxiety. In addition, students with higher levels of proficiency have more positive mindsets and experience less anxiety than their counterparts. We discuss the implications of these findings for EFL learners and teachers.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive Linguistics: Fostering English Language Proficiency in Higher Education 认知语言学：在高等教育中培养英语语言能力

The Asia-Pacific Education Researcher Pub Date : 2024-05-08 DOI: 10.1007/s40299-024-00833-6

Changjiang Tang

{"title":"Cognitive Linguistics: Fostering English Language Proficiency in Higher Education","authors":"Changjiang Tang","doi":"10.1007/s40299-024-00833-6","DOIUrl":"https://doi.org/10.1007/s40299-024-00833-6","url":null,"abstract":"Theoretical linguistics, particularly within the domain of cognitive linguistic (CL) theories, serves as a comprehensive framework for understanding language interpretation and addressing fundamental questions about its nature. Within the framework of theoretical linguistics, this study focuses on linguistic theories that delve into cognitive processes. Specifically, it explores how CL theories contribute to the development of English language (EL) skills in college students. To achieve this goal, a well-structured questionnaire method was employed to gather insights from 190 college students, and the collected data were analyzed using SPSS. The study adopts a quantitative descriptive research approach with a cross-sectional research design. The chosen methodology involves a questionnaire survey method, specifically utilizing a closed-ended 5-point Likert scale for participant responses. The corpus linguistics-focused curriculum enhances college students’ writing complexity over traditional methods. This research contributes to the field of cognitive linguistics by not only emphasizing its role in EL development but also by addressing the integration of a corpus-based approach in English teaching. The study findings indicate frequent corpus-based language exploration correlates positively with students’ confidence in written and spoken English. Furthermore, the analysis results highlight the effectiveness of integrating CL techniques into EL teaching materials, showcasing improvements in students’ practical language skills and proficiency.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"199 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Relationship Between Emotions and FLL Achievement: A Meta-Analysis 探索情绪与 FLL 成绩之间的关系：元分析

The Asia-Pacific Education Researcher Pub Date : 2024-05-03 DOI: 10.1007/s40299-024-00850-5

Niannian He, Rongping Cao, Chao Mou

{"title":"Exploring the Relationship Between Emotions and FLL Achievement: A Meta-Analysis","authors":"Niannian He, Rongping Cao, Chao Mou","doi":"10.1007/s40299-024-00850-5","DOIUrl":"https://doi.org/10.1007/s40299-024-00850-5","url":null,"abstract":"Studies remain controversial concerning how enjoyment, anxiety, and boredom relate to foreign language learning (FLL) achievement. There is an inadequacy of synthesis of factors addressing the debate on emotion correlations in the empirical results. Underpinned by the control-value theory (CVT) of achievement emotions, a meta-analysis is conducted to evaluate the correlation between language achievement and three emotions, namely enjoyment, anxiety, and boredom, as classified within CVT’s three-dimensional taxonomy, and to explore potential moderating factors that could influence the correlation. The researchers examined 34 international studies with 83 effect sizes on the strength of the association between achievement and the three emotions. Then, moderating effects of education level, cultural backgrounds, and instruments, i.e., the Achievement Emotions Questionnaire (AEQ), the Foreign Language Enjoyment Scale (FLES), the Foreign Language Classroom Anxiety Scale (FLCAS), and Foreign Language Learning Boredom Scale (FLLBS), were analyzed. Meta-analytic results show that FLL achievement correlates with enjoyment with a medium positive effect and correlates with anxiety and boredom with a medium negative effect. Notably, the association with enjoyment is the strongest, while that with boredom is the weakest. In subgroup analyses, it is found that participants’ cultural backgrounds have a moderating effect on anxiety, and emotion instruments have a moderating effect on enjoyment and anxiety. The findings provide significant implications for emotion research.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140890146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Impact of Online Teaching Factors on International Students’ Control-Value Appraisals and Achievement Emotions in a Foreign Language Context 探索在线教学因素对外语环境下留学生控制价值评价和成就情感的影响

The Asia-Pacific Education Researcher Pub Date : 2024-05-03 DOI: 10.1007/s40299-024-00831-8

Shao Kaiqi, Gulsah Kutuk

{"title":"Exploring the Impact of Online Teaching Factors on International Students’ Control-Value Appraisals and Achievement Emotions in a Foreign Language Context","authors":"Shao Kaiqi, Gulsah Kutuk","doi":"10.1007/s40299-024-00831-8","DOIUrl":"https://doi.org/10.1007/s40299-024-00831-8","url":null,"abstract":"Drawing upon Pekrun’s (2006) control–value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers’ information and communications technology (ICT) competence and provision of structure) and students’ control–value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students’ and teachers’ positive evaluations of teachers’ ICT competence and provision of structure were associated with students’ increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students’ greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students’ appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic.","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140889968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unraveling Effects of AI Chatbots on EFL Learners’ Language Skill Development: A Meta-analysis 解读人工智能聊天机器人对 EFL 学习者语言技能发展的影响：元分析

The Asia-Pacific Education Researcher Pub Date : 2024-05-02 DOI: 10.1007/s40299-024-00853-2

Xueqing Wu, Rui Li

引用次数: 0

Design of a Digital Gamified Learning Activity for Relationship Education with Conceptual Scaffolding and Reflective Scaffolding 利用概念性脚手架和反思性脚手架为关系教育设计数字游戏化学习活动

The Asia-Pacific Education Researcher Pub Date : 2024-04-24 DOI: 10.1007/s40299-024-00849-y

Yu-Chi Chen, H. Hou

引用次数: 0

Career Motivation and Job Satisfaction in Türkiye: Mediating Role of Teacher İnnovativeness and İnstructional Practice 土耳其的职业动机和工作满意度：教师创新能力和教学实践的中介作用

The Asia-Pacific Education Researcher Pub Date : 2024-04-24 DOI: 10.1007/s40299-024-00846-1

Behiye Ertaş, F. B. Pekmezci

引用次数: 0