Results 141 to 150 of about 13,527 (266)

Intimate Spaces on the Open Road: Navigating Access, Trust, and Ethical Boundaries during Field Research with Long Haul Truck Drivers

Symbolic Interaction, EarlyView.
Despite its ubiquity, the trucking industry is not well‐understood in social scientific literature. Gathering insight into truckers' worlds is difficult due to the solitary, isolating, and unpredictable nature of the work. An understanding of truckers' work lives and work ideologies is even further limited.
Michael A. Fleming
wiley   +1 more source

Integrating appreciative education with AI-assisted oral training for sustainable EFL learning: a study on speaking anxiety and oral proficiency. [PDF]

Front Psychol
Zhang F, Yang M.
europepmc   +1 more source

Care Praxis–Driven STEM Design for Sustainable and Just Communities in Middle School

Journal of Research in Science Teaching, EarlyView.
ABSTRACT Despite the growing interest in incorporating care ethics into STEM education, these topics are rarely integrated into K‐12 standards and pedagogical practice. We explore how care praxis, a political and ethical approach to STEM education, supports students' sense‐making in addressing real‐world problems throughout STEM design, merging social,
Wisam Sedawi, Angela Calabrese Barton, Edna Tan   +2 more
wiley   +1 more source

Teacher emotional support and learning engagement: a sequential mediation model of basic psychological needs satisfaction and enjoyment. [PDF]

Front Psychol
Ye X, He K.
europepmc   +1 more source

Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom

TESOL Quarterly, EarlyView.
Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
wiley   +1 more source

Unpacking the impact of teacher support on EAP-related perceived academic achievement in EMI context: the mediating role of self-efficacy and academic engagement. [PDF]

Front Psychol
Yu Y, Feng Y, Liu D, Liu L.
europepmc   +1 more source

Subjectification and Chronotopes in Early‐Career TESOL Teachers' Professional Development in Japan

TESOL Quarterly, EarlyView.
Abstract This study presents case studies of three early‐career secondary TESOL teachers in Japan, focusing on their professional development experiences. Their narratives were collected in two phases: (1) reflective reports submitted by the teachers during the fourth year of their teacher training, which included reflections on their previous L2 ...
Yoshiyuki Nakata, Xuesong (Andy) Gao, Takahiro Miyazaki   +2 more
wiley   +1 more source

Becoming a TESOL Practitioner: Disciplinary Languaging and the Socialization of International Students in UK Higher Education

TESOL Quarterly, EarlyView.
Abstract This article proposes the concept of disciplinary languaging to account for the regulated forms of communication that are characteristic of TESOL master's preparatory programs in the UK. It does so with a view to the effects on the socialization of international students who are attracted by the global promotion of such programs and the ...
Yunpeng Du, Miguel Pérez‐Milans
wiley   +1 more source

A closer look at the role of teacher emotional support, L2 grit, and burnout in foreign language achievement. [PDF]

BMC Psychol
Xie T, Chen M.
europepmc   +1 more source

Enhancing General and Academic L2 Writing Complexity Through Dialogue Journal Writing: The Role of Learners' Motivational Beliefs

TESOL Quarterly, EarlyView.
Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds, Xiaoke Bai, Brian V. Rusk   +2 more
wiley   +1 more source