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Showing 1 to 15 of 21 results Save | Export
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Takatoyo Umemoto; Tsutomu Inagaki – Journal of Education and Learning, 2025
This study aimed to examine the reciprocal relationship between motivation and engagement in out-of-class learning among Japanese undergraduates by using a cross-lagged panel model. Two online surveys were conducted with 293 university students in Japan. This study measured motivation and engagement with regard to out-of-class tasks (homework) for…
Descriptors: Learning Motivation, Learner Engagement, Undergraduate Students, Foreign Countries
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Xiuyu Lin; Zehui Zhan; Xuebo Zhang; Jiayi Xiong – IEEE Transactions on Learning Technologies, 2024
The attribution of learning success or failure is crucial for students' learning and motivation. Effective attribution of their learning success or failure in the context of a small private online course (SPOC) could generate students' motivation toward learning success while an incorrect attribution would lead to a sense of helplessness. Based on…
Descriptors: Learning Analytics, Learning Processes, Learning Motivation, Attribution Theory
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Ali H. Al-Hoorie; Phil Hiver – Journal for the Psychology of Language Learning, 2023
In the field of second and foreign language education, conscious cognitive models of motivation dominate, while the role of unconscious motivation has not been studied systematically. Expanding the language motivation research to include implicit processes is likely to enrich the field of language learning and open up new contributions to current…
Descriptors: Second Language Learning, Second Language Instruction, Learning Motivation, Priming
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Kenneth David Strang; Narasimha Rao Vajjhala – International Journal of Education in Mathematics, Science and Technology, 2025
This study examines the effectiveness of problem-based learning with game theory versus thesis format in graduate project management degrees as the capstone course. The project management body of knowledge based on ISO was established as the rules of play with modifications to fit into the classroom context. We supplied a work breakdown structure…
Descriptors: Higher Education, Management Development, Strategic Planning, Decision Making
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Makoto Mitsugi; Masahiro Yoshimura; Tomohito Hiromori; Ryo Kirimura – Journal for the Psychology of Language Learning, 2024
This study compares two leadership styles, emergent leader (EL) and assigned leader (AL), to explore effective leadership in second language (L2) group work. ELs were spontaneously chosen by the group, while ALs were pre-assigned by teachers before the task. The study involved 45 university students, who were divided into seven EL groups (n = 21)…
Descriptors: Cooperative Learning, Group Dynamics, Learning Motivation, Behavior Patterns
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Waaed Belgacem; Zeineb Deymi – Studies in Applied Linguistics & TESOL, 2023
This exploratory practice study addresses the puzzle of EFL writing anxiety experienced by pre-service teachers. To decipher the puzzle, probe its likely causes, and propose solutions, we conducted an exploratory study with a group of 37 first-year, preservice teachers at the Higher Institute of Human Sciences of Medenine (HIHSM), Tunisia, using a…
Descriptors: Task Analysis, English (Second Language), Second Language Learning, Lesson Plans
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Farhad Ghiasvand; Zahra Banitalebi – International Journal of Language Testing, 2023
A bulk of research has revealed that emotions play a crucial role in different aspects of second/foreign language (L2) education. However, the emotions that English as a foreign language (EFL) students experience during assessment have been neglected, so far. Against this backdrop, this qualitative study intended to unveil the typologies,…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Kara Moranski; Juan Godoy-Peñas; Bernard Issa; Mandy Faretta-Stutenberg; Harriet Wood Bowden – Frontiers: The Interdisciplinary Journal of Study Abroad, 2023
This exploratory study evaluated the impact of a Spanish second language (L2) domestic immersion (DI) program that was developed expediently at a large university in the United States in response to widespread study abroad (SA) program closures due to COVID-19. Spanish language learners (n = 14) participated in an intensive, six-week summer…
Descriptors: Second Language Learning, Second Language Instruction, Study Abroad, Task Analysis
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Anwar, Saira; Menekse, Muhsin – IEEE Transactions on Education, 2023
Contribution: The study provides empirical evidence and a deeper understanding of COVID-19's impact on first-year engineering (FYE) students' learning experiences and motivation while accounting for gender and race/ethnicity-based variations. Background: In the Spring 2020, the COVID-19 pandemic forced campuses to close and shift unexpectedly to…
Descriptors: Engineering Education, Undergraduate Students, Distance Education, COVID-19
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Han, Yeji; McDonough, Kim – Innovation in Language Learning and Teaching, 2021
The role of individual differences in second language (L2) learning is widely acknowledged; however, how teachers can accommodate individual differences in L2 classrooms receives relatively less attention. Focusing specifically on motivation, this study explores the effectiveness of communicative tasks on Korean L2 speakers' complexity, accuracy,…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Prevention
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Lye, Lori – CALICO Journal, 2022
While mobile devices have become increasingly integral to students' lives, there is an apparent disconnect between this trend and our second language (L2) pedagogy. The present study investigates potential benefits of a nontraditional assignment, texting, on vocabulary acquisition and motivation in adult learners of Spanish. Quantitative results…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Synchronous Communication
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Onah, Daniel F. O.; Pang, Elaine L. L.; Sinclair, Jane E.; Uhomoibhi, James – International Journal of Information and Learning Technology, 2021
Purpose: Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness in a blended-learning context. One of the major recurring issues raised…
Descriptors: MOOCs, Questionnaires, Learning Strategies, Blended Learning
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Yabukoshi, Tomoko – Language Learning Journal, 2021
This paper reports on a qualitative inquiry into Japanese students' self-regulated learning processes to improve their listening proficiency outside the classroom in an English as a foreign language context. Four Japanese university students with different levels of self-efficacy and listening outcomes were closely examined from a social cognitive…
Descriptors: Self Management, Self Efficacy, Self Evaluation (Individuals), Listening Skills
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Aubrey, Scott; Philpott, Andrew – RELC Journal: A Journal of Language Teaching and Research, 2021
This 13-week study investigated changes in English as a Foreign Language (EFL) learners' motivational states due to face-to-face inter-cultural and intra-cultural contact treatments in a Japanese EFL classroom. Drawing on the L2 motivational Self System and International Posture, this quasi-experimental study took the form of a between-groups…
Descriptors: Classroom Techniques, Second Language Learning, Second Language Instruction, English (Second Language)
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Lee, Hyunjoo – Educational Psychology, 2019
Epistemic motivation, which is the desire to understand the environment and others' emotions more accurately, influences individuals' behaviour. To explore the role of university students' epistemic motivation in learning, I examined the interaction effects of teachers' emotional feedback type (positive vs. negative) × students' epistemic…
Descriptors: Feedback (Response), Emotional Response, Student Motivation, Student Role
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