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Azar Tajabadi; Sal Consoli – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
Second language (L2) motivation has long been regarded as one of the requisites for and predictors of success in L2 learning. The scholarship on L2 motivation has grown steadily over the past 60 years, yielding several theories through a range of methods. Building upon this tradition, this paper proposes a methodological contribution to the…
Descriptors: Second Language Learning, Learning Motivation, Learning Theories, Language Research
Dominic Lohr; Hieke Keuning; Natalie Kiesler – Journal of Computer Assisted Learning, 2025
Background: Feedback as one of the most influential factors for learning has been subject to a great body of research. It plays a key role in the development of educational technology systems and is traditionally rooted in deterministic feedback defined by experts and their experience. However, with the rise of generative AI and especially large…
Descriptors: College Students, Programming, Artificial Intelligence, Feedback (Response)
Kexin Wang; Keiichi Ogawa – Child & Youth Care Forum, 2025
Background: The home learning environment (HLE), along with center-based early childhood education (ECE) programs, plays an essential role in promoting early childhood development (ECD). HLE can become more or less stimulating over time due to caregivers' tendency to adapt HLE in response to preschoolers' evolving developmental status, of which…
Descriptors: Family Environment, Educational Environment, Home Schooling, Preschool Education
Brigid McNeill; Gail Gillon; Megan Gath; Lianne Woodward – International Journal of Language & Communication Disorders, 2025
Background: Early childhood is a critical period of language development. Yet less is known about how language growth relates to the development of phoneme awareness and cognitive flexibility during this period. Aims: To examine the longitudinal associations between growth in phonological awareness and cognitive flexibility from 4 to 5 years in…
Descriptors: Phonemic Awareness, Learning Trajectories, Early Childhood Education, Language Acquisition
Miriam Palma-Jiménez; Daniel Cebrián-Robles; Ángel Blanco-López – Science & Education, 2025
Creating a culture of argumentation in the science classroom requires adequate argumentation competence among future teachers. This study analyzes the impact of instruction based on a validated learning progression on the argumentation competence of preservice elementary science teachers. The focus for the instructional module was the…
Descriptors: Foreign Countries, Persuasive Discourse, Teacher Competencies, Preservice Teacher Education
Caroline Kelsey; Adelia Kamenetskiy; Kaitlin Mulligan; Carly Tiras; Michaela Kent; Laurie Bayet; John Richards; Michelle Bosquet Enlow; Charles A. Nelson – Developmental Science, 2025
Functional magnetic resonance imaging (fMRI) studies with adults provide evidence that functional brain networks, including the default mode network and frontoparietal network, underlie executive functioning (EF). However, given the challenges of using fMRI with infants and young children, little work has assessed the developmental trajectories of…
Descriptors: Infants, Toddlers, Preschool Children, Young Children
Marianne van Dijke-Droogers; Paul Drijvers; Arthur Bakker – Mathematics Education Research Journal, 2025
In our data-driven society, it is essential for students to become statistically literate. A core domain within Statistical Literacy is Statistical Inference, the ability to draw inferences from sample data. Acquiring and applying inferences is difficult for students and, therefore, usually not included in the pre-10th-grade curriculum. However,…
Descriptors: Statistical Inference, Learning Trajectories, Grade 9, High School Students
Melissa A. Gallagher; Jennifer E. Scholla – Mathematics Teacher: Learning and Teaching PK-12, 2025
Adaptive teachers use student data to guide instruction. Learn about using an anecdotal record form to support adaptive teaching. In this article, the authors describe how teachers can use learning trajectories to make adaptive decisions to meet the needs of their students. They provide an example using the U .S. Math Recovery Council's learning…
Descriptors: Mathematics Instruction, Learning Trajectories, Developmentally Appropriate Practices, Student Needs
Andrew Kwok; Iliana De La Cruz; Michelle Kwok – American Educational Research Journal, 2025
Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers' (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which indicates two broad pedagogical categories and nine…
Descriptors: Feedback (Response), Teaching Methods, Clinical Supervision (of Teachers), Supervisors
Achala Gupta – British Educational Research Journal, 2025
Studies have shown how family (typically parents) and formal institutions (specifically schools and universities) shape individuals' dispositions--or "habitus." However, other sites of academic socialisation, such as tutoring centres and coaching institutions (collectively forming a shadow education system), are seldom scrutinised for…
Descriptors: Tutoring, Private Education, Foreign Countries, Elementary Secondary Education
Wendong Li; Yang Gong – Journal of Language, Identity, and Education, 2025
Studying abroad entails international students' identity (trans)formation and social network development, but individuals' decisions and choices while engaging in these processes remain underexplored. Informed by the notion of agency in second language socialization theory, this longitudinal case study examined the interplay of identity and social…
Descriptors: Foreign Countries, Study Abroad, Second Language Learning, Social Networks
Jorge González Alonso; Pablo Bernabeu; Gabriella Silva; Vincent DeLuca; Claudia Poch; Iva Ivanova; Jason Rothman – International Journal of Multilingualism, 2025
The burgeoning field of third language (L3) acquisition has increasingly focused on intermediate stages of language development, aiming to establish the groundwork for comprehensive models of L3 learning that encompass the entire developmental sequence. This article underscores the importance of a robust epistemological foundation, advocating for…
Descriptors: Multilingualism, Artificial Languages, Second Language Learning, Individual Differences
Linjing Wu; Shuang Yu; Qingtang Liu; Junmin Ye; Xinxin Zheng; Jianhu Wang – Journal of Computing in Higher Education, 2025
Interdisciplinary collaboration is widely used in research, industry, and education. Understanding the differences in cognitive processes between cross-discipline and same-discipline groups can improve instruction in collaborative learning. In this study, students volunteered to participate in cross-discipline or same-discipline collaborative…
Descriptors: Intellectual Disciplines, Cooperative Learning, Comparative Analysis, Interdisciplinary Approach
Riina Kleimola; Laura Hirsto; Heli Ruokamo – Education and Information Technologies, 2025
Learning analytics provides a novel means to support the development and growth of students into self-regulated learners, but little is known about student perspectives on its utilization. To address this gap, the present study proposed the following research question: what are the perceptions of higher education students on the utilization of a…
Descriptors: Self Management, College Students, Learning Analytics, Student Development
Sebastian Gross; Corinna Hankeln; Kim-Alexandra Rösike; Susanne Prediger – Technology, Knowledge and Learning, 2025
Digital formative assessment tools have been identified as a promising support for mathematics teachers' practices of monitoring and enhancing students' understanding. However, more research is required to align these support affordances better with teachers' practices. In a qualitative expert-novice comparison, we investigated how expert and…
Descriptors: Beginning Teachers, Experienced Teachers, Mathematics Teachers, Formative Evaluation