The present work studies the performances of Brazilian and Chinese Universities considering academic and industrial related products. A comparison of the behavior of Universities that belong to these two countries are important, because they have similar characteristics and both of them are considered to be emergent countries, being part of the group known as BRICS.The data is obtained from the “U-Multirank” in the years from 2017 to 2020, which are recent, but not yet affected by the pandemic, since the results for the year 2020 were obtained in 2019. This ranking used 36 Indicators in those years, with some of them related to academic production (number of papers published, citations received by the papers, etc); while some others are related to industrial products (number of patents obtained, citations made in patents, etc). This analysis is made for the average performances of Brazilian, Chinese and all the universities listed in the “U-Multirank” in the years under study.The results show the number of institutions listed every year and the average grades of Brazilian and Chinese institutions, as well as the world averages, in all the Indicators studied.The results show that Chinese Institutions have a good balance in terms of quantity and quality of academic researches, with both numbers ahead of world averages. Brazil is better in quantity of publications compared to quality, having grades similar to China in number of publications and well above world averages, but the indicators “Citation Rate” and “Top-cited” publications are well below world and Chinese averages.
{"title":"A comparison of performances of Brazilian and Chinese Universities in academic and industrial products using the “U-Multirank”","authors":"Antonio Prado","doi":"10.1556/2059.2023.00068","DOIUrl":"https://doi.org/10.1556/2059.2023.00068","url":null,"abstract":"The present work studies the performances of Brazilian and Chinese Universities considering academic and industrial related products. A comparison of the behavior of Universities that belong to these two countries are important, because they have similar characteristics and both of them are considered to be emergent countries, being part of the group known as BRICS.The data is obtained from the “U-Multirank” in the years from 2017 to 2020, which are recent, but not yet affected by the pandemic, since the results for the year 2020 were obtained in 2019. This ranking used 36 Indicators in those years, with some of them related to academic production (number of papers published, citations received by the papers, etc); while some others are related to industrial products (number of patents obtained, citations made in patents, etc). This analysis is made for the average performances of Brazilian, Chinese and all the universities listed in the “U-Multirank” in the years under study.The results show the number of institutions listed every year and the average grades of Brazilian and Chinese institutions, as well as the world averages, in all the Indicators studied.The results show that Chinese Institutions have a good balance in terms of quantity and quality of academic researches, with both numbers ahead of world averages. Brazil is better in quantity of publications compared to quality, having grades similar to China in number of publications and well above world averages, but the indicators “Citation Rate” and “Top-cited” publications are well below world and Chinese averages.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"5 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138945100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Workplace learning is always embedded in a context. The purpose of this study is to compare the characteristics of workplace learning in the market, public and civil sectors with the tool of literature review, and to identify the most important contextual factors for learning practice and effectiveness. The article thus contributes to the scientific discourse in the field of knowledge management and workplace learning research. In the following study, drawing upon classic literature and current empirical research findings, the characteristics of workplace learning in various sectors are first outlined along the themes of knowledge management, knowledge sharing, innovation, organizational learning, the purpose of learning, and the most significant knowledge elements. Subsequently, the main differences are summarized. Finally, factors for the analysis of comparative research on workplace learning are proposed, spanning individual, individual and organizational, organizational, and organizational and system levels.
{"title":"The sectorial context of workplace learning","authors":"Nóra Fazekas","doi":"10.1556/2059.2023.00086","DOIUrl":"https://doi.org/10.1556/2059.2023.00086","url":null,"abstract":"Workplace learning is always embedded in a context. The purpose of this study is to compare the characteristics of workplace learning in the market, public and civil sectors with the tool of literature review, and to identify the most important contextual factors for learning practice and effectiveness. The article thus contributes to the scientific discourse in the field of knowledge management and workplace learning research. In the following study, drawing upon classic literature and current empirical research findings, the characteristics of workplace learning in various sectors are first outlined along the themes of knowledge management, knowledge sharing, innovation, organizational learning, the purpose of learning, and the most significant knowledge elements. Subsequently, the main differences are summarized. Finally, factors for the analysis of comparative research on workplace learning are proposed, spanning individual, individual and organizational, organizational, and organizational and system levels.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"17 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138947015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Content analysis plays a pivotal role in the field of educational science. This paper delves into an examination of studies within the discipline that have employed a deductive approach when applying this method. Our research focus revolved around the thematic patterns present in the corresponding scientific discourse and the techniques utilized for deductive content analysis.We conducted a systematic literature review within the Web of Science database to identify journal articles employing a theory-driven approach to content analysis. The results of the investigation revealed that empirical studies in the domains of health studies, professional development, and learning enhancement seldom adhere exclusively to deductive reasoning during content analysis. Instead, they typically blend deductive reasoning with inductive coding processes.
{"title":"Deductive content analysis as a research method in the field of education sciences– a systematic literature review of journal articles in Web of Science (2019–2023)","authors":"Zoltán András Szabó, Sándor Soós, Emese Schiller","doi":"10.1556/2059.2023.00094","DOIUrl":"https://doi.org/10.1556/2059.2023.00094","url":null,"abstract":"Content analysis plays a pivotal role in the field of educational science. This paper delves into an examination of studies within the discipline that have employed a deductive approach when applying this method. Our research focus revolved around the thematic patterns present in the corresponding scientific discourse and the techniques utilized for deductive content analysis.We conducted a systematic literature review within the Web of Science database to identify journal articles employing a theory-driven approach to content analysis. The results of the investigation revealed that empirical studies in the domains of health studies, professional development, and learning enhancement seldom adhere exclusively to deductive reasoning during content analysis. Instead, they typically blend deductive reasoning with inductive coding processes.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"76 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The practice of praxis involves engaging in learning with an active awareness of the developmental process as it occurs. Although self-regulation assists in self-directed learning, heutagogy and engaging with praxis are not independent of collaboration and connection with others. Beside the strategic mental and physical aspects of learning, a person's affective states and processes impact their engagement and achievement. Outside the formal framework of education, finding a way to support learning through collective engagement can be a challenge. This study explores an experimental community-based innovation to facilitate deep learning in an informal setting amongst a diverse group of creative adults. An online platform, YapNet, was created to address the gap for people to engage with praxis through a self-directed, interdisciplinary network that encouraged deep learning through critical, respectful feedback. Individuals shared incomplete professional work in progress on the platform, noticed and responded to one another through dialogic commentary. The benefits of this engagement are demonstrated through case studies, of a musician and of a writer. The learning demonstrated by these professionals is discussed and the core principles of YapNet are outlined for transferable use in other social and professional settings.
{"title":"Practice of praxis","authors":"Laura Ritchie","doi":"10.1556/2059.2023.00066","DOIUrl":"https://doi.org/10.1556/2059.2023.00066","url":null,"abstract":"The practice of praxis involves engaging in learning with an active awareness of the developmental process as it occurs. Although self-regulation assists in self-directed learning, heutagogy and engaging with praxis are not independent of collaboration and connection with others. Beside the strategic mental and physical aspects of learning, a person's affective states and processes impact their engagement and achievement. Outside the formal framework of education, finding a way to support learning through collective engagement can be a challenge. This study explores an experimental community-based innovation to facilitate deep learning in an informal setting amongst a diverse group of creative adults. An online platform, YapNet, was created to address the gap for people to engage with praxis through a self-directed, interdisciplinary network that encouraged deep learning through critical, respectful feedback. Individuals shared incomplete professional work in progress on the platform, noticed and responded to one another through dialogic commentary. The benefits of this engagement are demonstrated through case studies, of a musician and of a writer. The learning demonstrated by these professionals is discussed and the core principles of YapNet are outlined for transferable use in other social and professional settings.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123703807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent decades, there have been growing expectations for language teachers to use differentiated instruction (DI) in their classrooms to address the diverse needs of their students. Currently, however, relatively little is known about how teachers of English as a foreign language (EFL) working in Hungarian public education view the concept of DI and implement it in practice. The present study sought to explore this question by interviewing eight Hungarian primary and secondary school EFL teachers on their views and practices of DI. More specifically, the study strove to explore the participants' understanding of and attitude towards DI as well as the differentiation strategies they report to use and the challenges and enablers they perceive when implementing DI. The data were subjected to template analysis. Results suggest that teachers have a solid understanding of the goals of DI and show a primarily positive attitude towards the approach but are less conscious about the strategies available to them and tend to differentiate mostly intuitively. They perceive challenges both in planning and delivering differentiated lessons, such as coping with increased preparation time and having to multitask in class. Exchanging good practices in formal and informal training sessions, cooperating with colleagues and parents, and having rearrangeable furniture and digital tools in the classrooms emerged as enablers of DI. Implications point toward the need for professional development opportunities that help teachers conceptualize their intuitive approaches and extend their repertoire of DI strategies. Researching how technology may enhance DI practices also appears to be warranted.
{"title":"Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices","authors":"Annamária Kótay-Nagy","doi":"10.1556/2059.2023.00076","DOIUrl":"https://doi.org/10.1556/2059.2023.00076","url":null,"abstract":"In recent decades, there have been growing expectations for language teachers to use differentiated instruction (DI) in their classrooms to address the diverse needs of their students. Currently, however, relatively little is known about how teachers of English as a foreign language (EFL) working in Hungarian public education view the concept of DI and implement it in practice. The present study sought to explore this question by interviewing eight Hungarian primary and secondary school EFL teachers on their views and practices of DI. More specifically, the study strove to explore the participants' understanding of and attitude towards DI as well as the differentiation strategies they report to use and the challenges and enablers they perceive when implementing DI. The data were subjected to template analysis. Results suggest that teachers have a solid understanding of the goals of DI and show a primarily positive attitude towards the approach but are less conscious about the strategies available to them and tend to differentiate mostly intuitively. They perceive challenges both in planning and delivering differentiated lessons, such as coping with increased preparation time and having to multitask in class. Exchanging good practices in formal and informal training sessions, cooperating with colleagues and parents, and having rearrangeable furniture and digital tools in the classrooms emerged as enablers of DI. Implications point toward the need for professional development opportunities that help teachers conceptualize their intuitive approaches and extend their repertoire of DI strategies. Researching how technology may enhance DI practices also appears to be warranted.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127714803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virtual exchange practices have been developed at universities for several years; however, the academic importance of VE has grown during the COVID-19 pandemic (Garcés & O'Dowd, 2020; Oswal, Palmer & Koris, 2021). As a result of the restrictions concerning physical mobility, VE has become a ‘first aid kit’ (Reiffenrath, de Louw & Haug, 2020) to continue students' international cooperation. However, at present, there is little research about the nature of students' VE practices during the pandemic COVID-19, particularly in relation to the functions of VE. Thus, the purpose of this study is to understand the characteristics of the special VE actions undertaken during the COVID-19 pandemic and to map out the educational functions and their prevalence through focus group interviews involving students who study at five different universities in Europe.The article introduces the term ‘emergency-mode’ VE programmes that combine activities of traditional VEs with tailor-made solutions to accommodate the challenges posed by the pandemic. The analysis shows new directions of VE in terms of its educational functions, identifying 1) developmental, 2) social, 3) instrumental, 4) emancipatory, 5) self-reflectional, 6) motivational, as well as 7) occupational functions. The article also presents the prevalence of these functions in the specific learning environments created due to the COVID-19 pandemic.
{"title":"Learning alone together: Emergency-mode educational functions of international virtual exchange in times of the COVID-19 pandemic","authors":"Luca Alexa Erdei, M. Rojek, Joanna Leek","doi":"10.1556/2059.2022.00070","DOIUrl":"https://doi.org/10.1556/2059.2022.00070","url":null,"abstract":"Virtual exchange practices have been developed at universities for several years; however, the academic importance of VE has grown during the COVID-19 pandemic (Garcés & O'Dowd, 2020; Oswal, Palmer & Koris, 2021). As a result of the restrictions concerning physical mobility, VE has become a ‘first aid kit’ (Reiffenrath, de Louw & Haug, 2020) to continue students' international cooperation. However, at present, there is little research about the nature of students' VE practices during the pandemic COVID-19, particularly in relation to the functions of VE. Thus, the purpose of this study is to understand the characteristics of the special VE actions undertaken during the COVID-19 pandemic and to map out the educational functions and their prevalence through focus group interviews involving students who study at five different universities in Europe.The article introduces the term ‘emergency-mode’ VE programmes that combine activities of traditional VEs with tailor-made solutions to accommodate the challenges posed by the pandemic. The analysis shows new directions of VE in terms of its educational functions, identifying 1) developmental, 2) social, 3) instrumental, 4) emancipatory, 5) self-reflectional, 6) motivational, as well as 7) occupational functions. The article also presents the prevalence of these functions in the specific learning environments created due to the COVID-19 pandemic.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115300891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the autumn semester of the academic year 2019/2020, a portfolio approach was introduced and piloted in one of the ESP courses offered by Budapest Business School's Faculty of Finance and Accountancy. Besides developing ESP skills, the portfolio tasks developed for the purpose of this research and introduced during the research project reported herein were intended to improve students' cooperation skills, which are essential in the job market. At the beginning of the same semester in order to forecast how successful this portfolio approach could be, we intended to obtain insights into our students' initial attitudes towards cooperation with peers and wished to look into the likelihood of participants' positive reception of cooperation-purpose portfolio tasks. To this end, a quantitative questionnaire study was carried out through an online platform amongst 49 Hungarian university students. This paper presents the results of this study. First, the relevant theoretical background is presented, namely, cooperation as a soft skill and its subskills. Then the possibilities and opportunities of improving cooperation skills during ESP classes are discussed: in the scope of our study, relying on the methodological approach offered by of the European Language Portfolio, cooperation skills were developed through cooperation-purpose portfolio tasks. Next, our study describes the quantitative questionnaire study, its administration and the resulting data. Our results show that students have a positive initial attitude towards cooperation with peers and cooperation-purpose portfolio tasks, and it has been found that the portfolio approach used in this research project seems to be a useful strategy for developing participants' cooperation skills.
{"title":"Improving university students' cooperation skills through portfolio projects: A pilot study","authors":"M. Bánhegyi, Balázs Fajt","doi":"10.1556/2059.2022.00053","DOIUrl":"https://doi.org/10.1556/2059.2022.00053","url":null,"abstract":"In the autumn semester of the academic year 2019/2020, a portfolio approach was introduced and piloted in one of the ESP courses offered by Budapest Business School's Faculty of Finance and Accountancy. Besides developing ESP skills, the portfolio tasks developed for the purpose of this research and introduced during the research project reported herein were intended to improve students' cooperation skills, which are essential in the job market. At the beginning of the same semester in order to forecast how successful this portfolio approach could be, we intended to obtain insights into our students' initial attitudes towards cooperation with peers and wished to look into the likelihood of participants' positive reception of cooperation-purpose portfolio tasks. To this end, a quantitative questionnaire study was carried out through an online platform amongst 49 Hungarian university students. This paper presents the results of this study. First, the relevant theoretical background is presented, namely, cooperation as a soft skill and its subskills. Then the possibilities and opportunities of improving cooperation skills during ESP classes are discussed: in the scope of our study, relying on the methodological approach offered by of the European Language Portfolio, cooperation skills were developed through cooperation-purpose portfolio tasks. Next, our study describes the quantitative questionnaire study, its administration and the resulting data. Our results show that students have a positive initial attitude towards cooperation with peers and cooperation-purpose portfolio tasks, and it has been found that the portfolio approach used in this research project seems to be a useful strategy for developing participants' cooperation skills.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129489760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The major aim of this contribution is to summarize the theoretical underpinnings of the most popular rankings, as they have been identified within the discourse of “world class universities” during the first decade of the 21st century. This period is chosen, because the discourse thereafter did not elicit further key issues to be discussed. Additionally, other dimensions of the critique will be briefly touched upon, notably methodological issues. In this framework, attention will be paid as well to the handling of humanities and social sciences within such rankings. Finally, the question will be raised, where we are now - some years after such a period of heated controversies about the rankings of “world class universities”: Are rankings “here to stay” and thus go on more or less unchanged by the fundamental critique of their specific theoretical underpinnings, often called “ideological underpinnings”? Do we observe changes in the ranking mainstream? Can we expect new accents of higher education policy, which will successfully call for another “map” of the higher education system?
{"title":"Theoretical underpinnings of the university ranking discourse","authors":"U. Teichler","doi":"10.1556/2059.2022.00075","DOIUrl":"https://doi.org/10.1556/2059.2022.00075","url":null,"abstract":"The major aim of this contribution is to summarize the theoretical underpinnings of the most popular rankings, as they have been identified within the discourse of “world class universities” during the first decade of the 21st century. This period is chosen, because the discourse thereafter did not elicit further key issues to be discussed. Additionally, other dimensions of the critique will be briefly touched upon, notably methodological issues. In this framework, attention will be paid as well to the handling of humanities and social sciences within such rankings. Finally, the question will be raised, where we are now - some years after such a period of heated controversies about the rankings of “world class universities”: Are rankings “here to stay” and thus go on more or less unchanged by the fundamental critique of their specific theoretical underpinnings, often called “ideological underpinnings”? Do we observe changes in the ranking mainstream? Can we expect new accents of higher education policy, which will successfully call for another “map” of the higher education system?","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133507313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today's world, education needs to empower students to become active global citizens who are prepared for 21st century challenges and who can solve local and global problems, thus, who are globally competent. To affect lasting change in our education systems, it seems urgent to incorporate the global perspective as early as in initial teacher training, and nurture globally competent teacher trainees. As essentially teachers decide on what and how they teach, it is worth examining how they develop the knowledge dimension of global competence, i.e., what content they teach for global competence development (GCD). The main aim of this study, involving five university tutors involved in EFL teacher training in Hungary, is to inquire into what topics they deal with for GCD, what attitudes they have towards dealing with these topics, and how they decide on the content in their first-year language development courses. Findings suggest that they deal with a variety of global and intercultural issues in their lessons; however, they tend to avoid certain local ones. Overall, they have a reasonably positive attitude towards these issues. Finally, the participants predominantly consider the connection to the syllabus, students' language level, and personal and student interest important when deciding on what topics to deal with in class.
{"title":"Global competence development in EFL teacher training – An interview study on the global content in EFL teacher trainers' courses in Hungary","authors":"Rita Divéki","doi":"10.1556/2059.2022.00058","DOIUrl":"https://doi.org/10.1556/2059.2022.00058","url":null,"abstract":"\u0000 In today's world, education needs to empower students to become active global citizens who are prepared for 21st century challenges and who can solve local and global problems, thus, who are globally competent. To affect lasting change in our education systems, it seems urgent to incorporate the global perspective as early as in initial teacher training, and nurture globally competent teacher trainees. As essentially teachers decide on what and how they teach, it is worth examining how they develop the knowledge dimension of global competence, i.e., what content they teach for global competence development (GCD). The main aim of this study, involving five university tutors involved in EFL teacher training in Hungary, is to inquire into what topics they deal with for GCD, what attitudes they have towards dealing with these topics, and how they decide on the content in their first-year language development courses. Findings suggest that they deal with a variety of global and intercultural issues in their lessons; however, they tend to avoid certain local ones. Overall, they have a reasonably positive attitude towards these issues. Finally, the participants predominantly consider the connection to the syllabus, students' language level, and personal and student interest important when deciding on what topics to deal with in class.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126153743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since acquiring writing skills in the English language is a multiplex task as it includes several complex cognitive activities (Tillema, 2012), it is a challenging skill to master for English as a foreign language (EFL) students. The acquisition of this skill is also affected by motivation, which has a great impact on the success or failure of learning the target language (Dörnyei & Ushioda, 2011), and significantly influences the learner's academic and professional performance (Csizér & Dörnyei, 2005). Lack of research focusing on investigating the motivating effect of different aspects of English writing in the Myanmar context provided inspiration to conduct the present pilot study, which focused on mapping the motivational profile of 54 EFL pre-service teachers in English writing in Myanmar. The questionnaire developed by the authors was piloted in September 2020. Results indicate that out of the 12 dimensions measured, pre-service teachers' ideal selves and instrumental motivation seem to be the most motivating aspects of English writing, and there is a strong correlation between these two scales suggesting that the participants' ideal L2 self has a pragmatic focus. Moreover, regression analysis shows that pre-service teachers' intrinsic motivation, and their ideal selves contribute most to their motivated learning behavior.
{"title":"Myanmar EFL pre-service teachers' motivational disposition in English writing: A pilot study","authors":"Ei Phyoe Maung, C. Kálmán, János Gordon Győri","doi":"10.1556/2059.2022.00061","DOIUrl":"https://doi.org/10.1556/2059.2022.00061","url":null,"abstract":"\u0000 Since acquiring writing skills in the English language is a multiplex task as it includes several complex cognitive activities (Tillema, 2012), it is a challenging skill to master for English as a foreign language (EFL) students. The acquisition of this skill is also affected by motivation, which has a great impact on the success or failure of learning the target language (Dörnyei & Ushioda, 2011), and significantly influences the learner's academic and professional performance (Csizér & Dörnyei, 2005). Lack of research focusing on investigating the motivating effect of different aspects of English writing in the Myanmar context provided inspiration to conduct the present pilot study, which focused on mapping the motivational profile of 54 EFL pre-service teachers in English writing in Myanmar. The questionnaire developed by the authors was piloted in September 2020. Results indicate that out of the 12 dimensions measured, pre-service teachers' ideal selves and instrumental motivation seem to be the most motivating aspects of English writing, and there is a strong correlation between these two scales suggesting that the participants' ideal L2 self has a pragmatic focus. Moreover, regression analysis shows that pre-service teachers' intrinsic motivation, and their ideal selves contribute most to their motivated learning behavior.","PeriodicalId":174381,"journal":{"name":"Journal of Adult Learning, Knowledge and Innovation","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126597289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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