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Mapping Reflexivity in Situ: A Multimodal Exploration of Negotiated Textbook Discourses in Korean University EFL Classrooms
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Christopher A. Smith – Language Teaching Research, 2024
The present study identifies and maps the reflexive praxis of two experienced English as a foreign language (EFL) instructors as they reconstruct and negotiate textbook material in situ. An abundance of critical studies underscoring social injustices in the contents of globally published EFL textbooks do not sufficiently address the negotiation of…
Descriptors: English Language Learners, English (Second Language), Textbook Content, Learning Modalities
Exploring a Relationship between Students' Interpreting Self-Efficacy and Performance: Triangulating Data on Interpreter Performance Assessment
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Lee, Sang-Bin – Interpreter and Translator Trainer, 2018
Interpreting Self-Efficacy (ISE) is the belief one holds about their own interpreting capabilities. One of the first instruments to measure this self-belief is S.-B. Lee's ISE scale, a statistically sound self-report questionnaire designed to measure the ISE levels of undergraduate students majoring in consecutive interpreting (Cronbach's…
Descriptors: Translation, Self Efficacy, Interpretive Skills, Undergraduate Students
Aging and Text Comprehension: Interpretation and Domain Knowledge Advantage
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Jeong, Heisawn; Kim, Hyo Sik – Educational Gerontology, 2009
In this study, young, middle-aged, and elderly adults read two different history texts. In the "knowledge advantage" condition, readers read a history text about an event that was well-known to readers of all ages but most familiar to elderly adults. In the "no advantage" condition, readers read a history text about a political…
Descriptors: Older Adults, Adults, Young Adults, Age Differences
The Effects of Task Contexts on Pupils' Performance in Science Process Skills.
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Song, Jinwoong; Black, Paul J. – International Journal of Science Education, 1991
The interaction effect between two process skills (application and interpretation) and two task contexts (scientific and everyday) was investigated. Korean students (n=255), ages 13 and 15, were the subjects of this study. Results reveal that there was an apparent interaction between process skills and contexts. Sex-skill interaction and…
Descriptors: Age Differences, Cognitive Processes, Context Effect, Foreign Countries