English as a Foreign Language Learners’ Academic Achievement: Does Creativity and Self-Efficacy Matter?

Wang, Shanshan; Chen, Yaling; Wan, Yi

doi:10.3389/fpsyg.2022.877679

Cited by 4 publications

(4 citation statements)

References 47 publications

(51 reference statements)

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“…That is, EMI students who trust their language abilities and academic knowledge are more likely to succeed. It may be due to the fact that strong academic beliefs function as motivators, encouraging students to take an active role in the learning environments [ 56 , 57 ]. As pinpointed by Dogan, being active in the educational settings will culminate in increased learning attainment [ 58 ].…”

Section: Discussionmentioning

confidence: 99%

Determinants of students’ academic success in English as a medium of instruction (EMI) classes: A systematic review

Feng,

He,

Yiganmu

2023

Heliyon

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Section: Discussionmentioning

confidence: 99%

Determinants of students’ academic success in English as a medium of instruction (EMI) classes: A systematic review

Feng,

He,

Yiganmu

2023

Heliyon

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“…Nguyen et al (2017) agreed that individual differences should be considered in teaching second and foreign languages. The individual differences comprise the student's existing knowledge, background, and adaptability to the teaching that shall be conducted (Wang et al, 2022). This element is crucial because many students learning a second or foreign language have different cultures and target languages, and such differences require different teaching strategies (Xi Lin, 2019).…”

Section: Differences Among Individualsmentioning

confidence: 99%

Model of Teaching Malay Language to Non-Native and Foreign Speaker

Janan,

Mohamad Tarmizi,

Punaji Setyosari

et al. 2024

MJLI

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Purpose – This study aims to develop a teaching model of the Malay language for non-native and foreign speakers in schools. Implementing this model can assist educators in teaching the Malay language to students who do not use it as their first language in everyday use. Methodology – This study used a qualitative approach to develop teaching models for non-native and foreign Malay speakers. Interviews were conducted with 27 teachers and 23 stakeholders who are experts in teaching the Malay language, especially in teaching non-native speakers. A prototype model was developed thematically as a result of interviews using ATLAS.ti 22. Further, the prototype model was used by ten teachers from primary, secondary, and international schools in their teaching. Findings – This study has succeeded in developing a model for teaching the Malay language to non-native speakers and foreigners that includes five elements: teaching strategies, individual differences, input, social, and motivation. This model strongly emphasises instruction involving interaction, communication, and bilateral relations as a medium for students’ language acquisition and meaningful input. Verbal interaction between teachers and students can stimulate and improve students’ language skills in learning Malay. Significance – This model can help teachers teach the Malay language to non-native speakers and foreigners with a greater focus onachieving learning objectives. This model is expected to expand the usage, cultivate interest, and facilitate teaching the Malay language in educational institutions.

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“…Over the course of the last 20 years, the major objective has been to make available to students' various chances to learn knowledge and skills. In recent years, it has been abundantly clear that the primary goal of educational institutions has shifted from educating students to achieving very high levels of academic success among students (Liu et al, 2022;Wang, et al, 2022). With a focus on critical thinking and the use of technology to engage students, 21 st-century learning is student-centred.…”

Section: 2mentioning

confidence: 99%

The Influence of Motivational Beliefs on Self-Regulated Learning Strategies: The Case for ESL Learners

Khadijah Omar,

Ismail,

Nadia Nadri

et al. 2023

IJARBSS

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Learners' self-regulated learning strategies are said to be influenced by various motivational beliefs. There have been some concerns on the factors that would impact learners' academic performance as well as the relationship between motivation and self-regulated learning. This study aims to determine the influence of motivational beliefs on self-regulated learning strategies among English as a Second Language (ESL) learners. It investigates the association of both categories. A survey questionnaire with three sections comprising 5 likert scale that is derived from Pintrich & DeGroot (1990) is distributed to 127 respondents involving diploma and degree students from Universiti Teknologi MARA (UiTM). Results exhibit that the most leading component of motivational beliefs is intrinsic value while cognitive strategy is reported as the most prominent component for self-regulated strategies. Moreover, motivational beliefs are found to be in conformity with self-regulated learning strategies. These indicate that there is a significant correlation between motivational beliefs and selfregulated learning. However, learners' academic achievement may illustrate differences due to disparity in motivation and educators teaching approach, therefore, future researchers are suggested to conduct a thorough study pertaining to motivational beliefs and its relationship with self-regulated learning as well as educators are advised to adopt this concept.

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English as a Foreign Language Learners’ Academic Achievement: Does Creativity and Self-Efficacy Matter?

Cited by 4 publications

References 47 publications

Determinants of students’ academic success in English as a medium of instruction (EMI) classes: A systematic review

Determinants of students’ academic success in English as a medium of instruction (EMI) classes: A systematic review

Model of Teaching Malay Language to Non-Native and Foreign Speaker

The Influence of Motivational Beliefs on Self-Regulated Learning Strategies: The Case for ESL Learners

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