Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university

Ngo, Nga Huynh Hong; Cherrington, Sue; Crabbe, David

doi:10.1080/19415257.2022.2155983

Cited by 3 publications

(2 citation statements)

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“…Twenty studies (McBrien, 2011 ; Jessup-Anger and Aragones, 2013 ; Elliot et al, 2016a , b ; Li and Que, 2016 ; Taylor and Ali, 2017 ; Vardanyan et al, 2018 ; Zhang, 2018 ; Emery et al, 2020 ; Merchant et al, 2020 ; Porter and Porter, 2020 ; Conceição et al, 2021 ; Winer et al, 2021 ; Chkaif et al, 2022 ; Ngo et al, 2022a , b ; Tong et al, 2022 ; Xu and Tran, 2022 ; Marangell, 2023 ; Rokita-Jaśkow et al, 2023 ) are based on the early version, that is, the EST model, although some of them cite Bronfenbrenner's later work and use the term “bioecological.” Three sub-categories can be identified: partial adoption, full adoption, and extended adoption of EST.…”

Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

“…McBrien ( 2011 ) delves into the challenges encountered by refugee mothers as they adapt to settled lives and explores their children's schooling experiences in the context of all the components within the EST. Ngo et al ( 2022b ) investigate the impact of contextual factors on the professional development experiences of Vietnamese English as a foreign language lecturers across different contextual levels within the EST model. Tong et al ( 2022 ) use the EST model to offer a visual metaphorical illustration of the major themes at each level of an Australian–Chinese student's developmental ecosystem in Hong Kong and tease out the risk and protective elements in this ecosystem that influenced the student's developmental trajectory.…”

Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

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Review of studies applying Bronfenbrenner's bioecological theory in international and intercultural education research

Tong,

2024

Front. Psychol.

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The Russian-born American psychologist Bronfenbrenner's bioecological perspective on human development is an ideal framework for understanding how individuals negotiate the dynamic environment and their own identities in international and intercultural education settings. However, a review of the current literature shows that most studies either adopted the earlier version of the theory (i.e., the ecological systems theory) or inadequately presented the most recent developments of the bioecological model (i.e., the process-person-context-time model). The construct of proximal processes—the primary mechanisms producing human development according to Bronfenbrenner—has seldom been explored in depth, which means the true value of bioecological theory is largely underrepresented in international and intercultural education research. This article first presents a review of studies that adopt Bronfenbrenner's theory and then offers future directions for the scope and design of international and intercultural education research.

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Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

Section: Status Of Employing Bronfenbrenner In International and Inte...mentioning

confidence: 99%

Review of studies applying Bronfenbrenner's bioecological theory in international and intercultural education research

Tong,

2024

Front. Psychol.

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Exploring the influence of administrative management on EFL research productivity: a qualitative study of Vietnamese lecturers across career stages

Hua,

2024

Journal of Further and Higher Education

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Exploring emotional support and engagement in adolescent EFL learning: The mediating role of emotion regulation strategies

Zhang,

Hu,

2024

Language Teaching Research

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The crucial role of emotion regulation in learning has been well established, but its potential impact on the English as a foreign language (EFL) learning process remains uncertain. Examining the relationship between emotion regulation strategies and EFL learning engagement, as well as antecedent variables, has significant theoretical and practical value. This study aims to explored the potential mediating effects of emotion regulation strategies (cognitive reappraisal and emotion suppression) on the associations between perceived EFL teacher social support, peer social support and EFL learning engagement among Chinese adolescents. The data were gathered through an online survey of 1,506 (776 males) 10th to 12th high school EFL learners. Structural equation modeling was used to analyse the mediation model. This study found that EFL teachers’ social support had a significant and direct effect on the three dimensions of EFL learning engagement, whereas the direct effect of peer social support was insignificant. Additionally, cognitive reappraisal significantly mediated role in the positive relationship between perceived EFL teacher support and the three dimensions of EFL learning engagement. It also mediated the positive relationship between perceived peer support and the three dimensions of EFL learning engagement. However, emotion suppression only mediated the negative link between perceived peer support and EFL behavioral engagement. These findings emphasize the need to explore the crucial role of emotion regulation strategies in EFL learning engagement.

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Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university

Cited by 3 publications

References 35 publications

Review of studies applying Bronfenbrenner's bioecological theory in international and intercultural education research

Review of studies applying Bronfenbrenner's bioecological theory in international and intercultural education research

Exploring the influence of administrative management on EFL research productivity: a qualitative study of Vietnamese lecturers across career stages

Exploring emotional support and engagement in adolescent EFL learning: The mediating role of emotion regulation strategies

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