The Effect of Task-based Language Teaching in Learning Motivation

Chua, Hui Wen; Lin, Chia Ying

doi:10.53935/2641-533x.v3i1.134

Cited by 8 publications

(9 citation statements)

References 3 publications

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“…Parental-choice explanation might be especially true for choosing between learning only English and English plus Chinese, as: (1) English only group was significantly lower on Raven's compared with English + Chinese group; with no differences between English only and English + Spanish group at Year 2; and (2) Chinese language was previously shown to be perceived as more difficult to learn, compared with Western languages, i.e., English or Spanish [66][67][68][69][70] .…”

Section: Discussionmentioning

confidence: 99%

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

Likhanov

Bogdanova

Alenina

et al. 2023

Sci Rep

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Spatial ability (SA) was shown to be a robust predictor of success in various educational contexts, including STEM. Thus, ways to improve SA are of interest to educational psychology. There is some evidence that SA might be improved via learning character-based language, e.g. Chinese as a second language (CSL), however, the existing research is quite limited. The study aims to investigate an effect of CSL learning on SA in schoolchildren from Year 2 to Year 7. Current study employs a sample of Russian schoolchildren (N = 283), who learnt: English only, English and Spanish; or English and Chinese. Participants completed Raven’s progressive matrices and Mental rotation task at the age of 8 and again at the age of 14. Our data showed negligible group differences in the initial SA level at Year 2 (before learning second language). Similar negligible differences were found at Year 7. Regression analysis showed that SA was predicted by intelligence (Raven’s) and gender but not language learnt at both ages. This pattern of results indicates that learning a Chinese as a second language is unlikely to affect SA. Further research is needed to investigate whether other factors, such as length, intensity and context of learning, moderate this link.

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Section: Discussionmentioning

confidence: 99%

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

Likhanov

Bogdanova

Alenina

et al. 2023

Sci Rep

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“…The very close similarity between the materials and the exams had the students value in-house materials very much. The materials and classroom applications used in the classroom are apt to extensive changes in academic success as suggested by Chua and Lin (2020), which showed how the intensity and variety of tasks provided to learners might increase their final achievement. Moreover, the positive effect of integrating different types of materials and technology in teaching was reported in Solak and Cakır (2015).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Hazırlık Öğrencilerinin Dil Öğrenmeyi Zorlaştıran Faktörlere İlişkin Algıları ve Başarıları Arasındaki İlişki –Bir Vakıf Üniversitesi Örneği

Özmat¹,

AKDEMİR²

2022

Kastamonu Eğitim Dergisi

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The aim of this study is to determine the difficulties that students of English as a foreign language experience in the language learning process. The study also reveals the relationship between language learning difficulties students experience and their achievements, gender and academic levels. The study group of this descriptive study consists of 340 preparatory unit students. “Foreign Language Learning Difficulties Scale” developed by Özmat (2017) is used for quantitative data and a semi-structured interview form developed by the researchers was used as a qualitative data source. According to the results of the study, it was determined that the difficulties that preparatory students have at the highest level in the language learning process are related to the learning resources, and the difficulties they experience at the minimum level are related to the learning environment (physical and psychological). It was determined that the students had moderate difficulty stemming from teaching learning process and from themselves. The qualitative results of the research also support the results obtained from the scale. It was observed that students did not experience much difficulty related to disciplinary or classroom management issues. In addition, students stated that they needed more student-centered practices in class. There was no significant relationship between students' difficulty level, achievement test and gender. It was determined that the difficulties experienced by the students studying at lower levels are higher than the students studying at the higher levels. According to the results of the research, suggestions were made for language learning process and foreign language teaching in preparatory schools.

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“…As can be seen from Column (2), Encouraging assessment can signi cantly improve the nal exam score ( nal exam), which can increase the nal exam by 31.75 points. The results in column (4) show that neutral assessment has inhibitory effect on nal exam, indicating that neutral assessment does not have advantages in the long run. The results in column (6) show that Encouraging assessment will signi cantly reduce the performance of usual performance, indicating that encouraging assessment has no advantage in the short term.…”

Section: Effects Of Encouragementmentioning

confidence: 96%

Empowering Students to Learn: The Effect of encouraging assessment

Ying,

Hai

2023

Preprint

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This study investigates the effects of formative assessment, specifically neutral assessment and encouraging assessment, on students' learning performance in the short- and long-term. Through the use of quasi-natural experiments, Propensity Score Matching, and Instrumental Variable methods, the study finds a consistent and significantly positive effect of neutral assessment and encouraging assessment on students' learning. It also reveals an interesting effect: encouraging assessment helps to inspire students to cope with difficult tasks in the long term, while neutral assessment only improves the performance of short-term, loose, and relatively easy tasks. This suggests that encouraging teaching intervention helps to shape students' long-term aptitude for handling difficult tasks, while neutral assessment only boosts short-term, loose, and relatively easy work performance. The findings of this study suggest that formative assessment, and particularly encouraging assessment, can be an effective tool for improving student learning in the short- and long-term.

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The Effect of Task-based Language Teaching in Learning Motivation

Cited by 8 publications

References 3 publications

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

Hazırlık Öğrencilerinin Dil Öğrenmeyi Zorlaştıran Faktörlere İlişkin Algıları ve Başarıları Arasındaki İlişki –Bir Vakıf Üniversitesi Örneği

Empowering Students to Learn: The Effect of encouraging assessment

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