Role of Self-Identity and Self-Determination in English Learning among High School Students

Zhou, Wanying; Zhou, Mingming

doi:10.1080/15348458.2018.1433537

Cited by 9 publications

(5 citation statements)

References 75 publications

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“…After integrating songs into classroom instruction, students demonstrated higher motivation for this factor, with a total weighted mean of 3.54, indicating agreement and motivation. This result is coherent with those of Pourhosein et al [63] and Zhou et al [77], who suggest that incorporating popular English songs aids in achieving the goal of understanding and learning the language and grammar effectively.…”

Section: Level Of Motivationsupporting

confidence: 90%

Popular English Songs as Motivational Resources and Instructional Aids for Grammar Education

V. De Roxas,

O. Casipit,

M. Reyes

et al. 2024

QAJ

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Objectives: The study aimed to investigate the efficacy of incorporating popular English songs as motivational tools in English grammar instruction among 44 Grade 7 Junior High School students. It focused on students' performance in modals, prepositions, and WH-questions, assessing changes in their motivation for language learning based on the Affective Filter Hypothesis Theory and John Eric Adair’s seven key dimensions of motivation. Method: A quantitative research approach was employed, utilizing a quasi-experimental single-group pretest-posttest design. Participants included 44 Grade 7 students. The study, grounded in the Affective Filter Hypothesis Theory, used Adair’s seven key dimensions of motivation as a framework. Students were tested on modals, prepositions, and WH-questions before and after integrating popular English songs into instruction. Statistical analysis of pretest and posttest results focused on t-values and significance levels (2-tailed, p<0.05) to evaluate the intervention's effectiveness. Results: The study found statistically significant improvements in students' motivation and performance following the use of popular English songs in grammar instruction, with a t-value of -14.766 (2-tailed, p<0.05). The intervention enhanced student engagement and motivation across all seven key dimensions: energy, commitment, perseverance, skill, focus, enjoyment, and responsibility. Students' test performance on modals, WH-questions, and prepositions significantly improved post-intervention. Conclusion: In conclusion, incorporating popular English songs into grammar instruction significantly boosts student motivation and performance in English language learning. This approach not only enhances the understanding of specific grammatical concepts but also creates a more engaging and motivating classroom environment. The findings suggest that using music as a pedagogical tool can effectively advance English language education, particularly in similar educational contexts.

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Section: Level Of Motivationsupporting

confidence: 90%

Popular English Songs as Motivational Resources and Instructional Aids for Grammar Education

V. De Roxas,

O. Casipit,

M. Reyes

et al. 2024

QAJ

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“…Personal experiences and beliefs shaped the pedagogy of the participants in this study [2], which allowed them to embrace Western and reject Eastern styles of teaching. The final theme illustrates the application of a culmination of learning how to best instruct students through proven methods that engage and motivate them, so that students persist in class and succeed in obtaining personal goals [14,15,16].…”

Section: Discussionmentioning

confidence: 99%

“…During the late 1900s, a larger number of immigrants entered colonial Portuguese Macau than in any other period in its history [5,6,14,15]. Currently, many of these immigrants are reaching middle age.…”

Section: Introductionmentioning

confidence: 99%

The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry

Santos

2018

Brain Sciences

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The researcher employed personal belief system (PBS) theory as the theoretical foundation for this study because it holds that teachers’ PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice due to cultural influences. The purpose of this qualitative study was to explore how teachers’ personal beliefs influence how they teach and how their approach may align with or diverge from cultural expectations in a private adult learning facility for English learning in Macau Special Administrative Region, China. The participants in this study were classroom teachers in a learning community who believe in collaborating to create environments for best practices. Two main research questions guided this study: (1) What is the relationship between teachers’ personal belief systems and their classroom practice; and (2) How does a teacher’s educational experience as a K-12 student affect their pedagogy in an adult English language learning program? Three types of data collection methods were employed: interview, classroom observation, and field note taking. The findings showed that teachers utilize their personal belief systems to engage their students through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This study contributed to personal belief system theory and broadens the understanding of the perspectives and concepts of English teaching and supervision. The beliefs of teachers influenced their understanding of teaching and their classroom practices.

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“…Specifically, curricular standards refer to the (expected) proficiency levels on the basis of the courses in which a student was enrolled or the type of assignments given in an educational setting. Most commonly, curricular standards included the number of years or types of language courses a participant had taken (e.g., Suzuki & Sunada, 2018) or the results of a recent language exam (Zhou & Zhou, 2018). Exemplifying the notion of expected curricular equivalence, Christiner et al, (2018) write, "after four years of learning, pupils should have reached the A1 level as described by the CEFR" (p. 459).…”

Section: Overall Use Of Proficiency Assessmentmentioning

confidence: 99%

A systematic review of proficiency assessment methods in bilingualism research

Olson

2023

International Journal of Bilingualism

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Aims and objectives: Proficiency assessment is a key methodological consideration in the field of bilingualism, and previous reviews have highlighted significant variability in both the use and type of assessment methods. Yet, previous reviews of proficiency assessment methods in bilingualism have failed to consider key study characteristics (e.g., methodology and subfield) that may impact the choice of proficiency assessment method. This paper provides an updated systematic review of proficiency assessment methods in the field of bilingualism, analyzing trends within different methodological approaches and linguistic subfields. Design/methodology/approach: A systematic review was conducted, examining recent research articles in the field of bilingualism, broadly defined. A total of 17 journals (of 100) and 140 empirical research articles (of 478) with bilingual participants fit the relevant inclusionary criteria. Data and analysis: Studies were coded for several characteristics, including methodology (e.g., quantitative vs qualitative), linguistic subfield (e.g., psycholinguistics), and the method of proficiency assessment (e.g., standardized testing, self-reporting). Findings/conclusions: Analyses revealed a number of different methods of proficiency assessment currently used in bilingualism research. However, different trends were found by methodology type and linguistic subfield. Broadly, the results revealed greater use of proficiency assessments in quantitative research than qualitative research. Moreover, while there was significant variability in all of the subfields examined, several within-subfield trends were identified. Originality: This study provides an update to previous findings, establishing current proficiency assessment practices in bilingualism research. In addition, acknowledging the unique needs of different types of research, this study is the first to examine trends within different methodological approaches (i.e., quantitative vs qualitative) and subfields of bilingualism (e.g., psycholinguistics, sociolinguistics). Significance/implications: The notable variability in proficiency assessment methods within different subfields suggests a greater need for subfield-specific norms to facilitate comparative analysis. Several key considerations are given for the selection of proficiency assessment methods in bilingualism research.

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Role of Self-Identity and Self-Determination in English Learning among High School Students

Cited by 9 publications

References 75 publications

Popular English Songs as Motivational Resources and Instructional Aids for Grammar Education

Popular English Songs as Motivational Resources and Instructional Aids for Grammar Education

The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry

A systematic review of proficiency assessment methods in bilingualism research

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