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Journal articles on the topic 'Community of learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Natrah Aziz, Noor Hida, Haryani Haron, and Afdallyna Fathiyah Harun. "Components of Participatory Engagement within E-Learning Community." Indonesian Journal of Electrical Engineering and Computer Science 12, no. 2 (November 1, 2018): 556. http://dx.doi.org/10.11591/ijeecs.v12.i2.pp556-561.

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This paper explores the components of participatory engagement to improve learner’s engagement within the e-learning community. Data are gathered through observations to measuring the interactions of the learner’s. The measurement included the learners’ feedbacks through the interactions of learners and educators, learners and learners and learners and content. Follow-up interviews are conducted to get deeper insights into the interactions and overall learner’s engagement environment. Findings show that in order to promote learners’ engagement in e-learning components such as accessibility, mo

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Rutz, Fredrik. "Recording Mobile Learning." International Journal of Mobile and Blended Learning 4, no. 3 (July 2012): 68–82. http://dx.doi.org/10.4018/jmbl.2012070105.

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Data collection in M-TEL (Mobile Technology Enhanced Learning) studies is associated with great challenges, as both the learners and data collectors are mobile. One context for M-TEL is outside the controlled environment of the classroom, meaning disturbing sound and noise from the environment, which forces the research community to re-evaluate how the community collects data. This study evaluates how many audio recording devices are needed when collecting data for a subsequent qualitative analysis of an M-TEL study; in the author’s case through interaction and conversation analysis. The autho

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Keiny, Shoshana. "A Community of Learners: promoting teachers to become learners." Teachers and Teaching 2, no. 2 (October 1996): 243–72. http://dx.doi.org/10.1080/1354060960020206.

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Howard, Martin. "The effects of study abroad on the L2 learner’s structural skills." EUROSLA Yearbook 1 (January 1, 2001): 123–41. http://dx.doi.org/10.1075/eurosla.1.11how.

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This article compares the relative effect of study abroad as opposed to foreign language instruction on an aspect of the L2 learner’s grammatical development, namely the expression of past time in target language (TL) French. Based on a cross-sectional quantitative analysis of oral data elicited from Irish advanced learners, a number of differences and similarities emerge between the learners’ development in the TL community and in the foreign language classroom. On the one hand, the more beneficial effect of study abroad is evident insofar as the study abroad learners attain a higher level of

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Natrah Aziz, Noor Hida, Haryani Haron, and Afdallyna Fathiyah Harun. "ICT-supported for participatory engagement within E-learning community." Indonesian Journal of Electrical Engineering and Computer Science 20, no. 1 (October 1, 2020): 492. http://dx.doi.org/10.11591/ijeecs.v20.i1.pp492-499.

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This paper presents ICT-supported for participatory engagement learning within the e-learning community. Effectively tools in e-Learning facilitate interactive learning and the achievement of desired learning outcomes for learners. However, the intensity of its usage is not very remarkable; there is a need to understand ICT- supported for learners from the perspectives of participatory engagement. Therefore, integrating suitable technology into e-learning is expected to strengthen learner's engagement within the e-learning community. The objective of the study is to identify technology that co

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Petersen, Sobah Abbas, Monica Divitini, and George Chabert. "Identity, sense of community and connectedness in a community of mobile language learners." ReCALL 20, no. 3 (August 21, 2008): 361–79. http://dx.doi.org/10.1017/s0958344008000839.

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AbstractMobility can affect a learner's participation in different communities that support language learning. In this paper we report on our experience with supporting a course in which language students are encouraged to travel to a country where the target language is spoken. On the one hand, students who travel abroad get in contact with local communities,which can promote their learning of the language and the culture. On the other hand, they risk losing contact with their classmates and the support that they provide. In this context we introduced a mobile community blog with the aim of e

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Starratt, Robert J. "Leading a Community of Learners." Educational Management Administration & Leadership 35, no. 2 (April 2007): 165–83. http://dx.doi.org/10.1177/1741143207075387.

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Honeychurch, Sarah, Aras Bozkurt, Lenandlar Singh, and Apostolos Koutropoulos. "Learners on the Periphery: Lurkers as Invisible Learners." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 192–212. http://dx.doi.org/10.1515/eurodl-2017-0012.

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Abstract Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, includi

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Heller, Monica L., and Jerrell C. Cassady. "Predicting Community College and University Student Success." Journal of College Student Retention: Research, Theory & Practice 18, no. 4 (July 24, 2016): 431–56. http://dx.doi.org/10.1177/1521025115611130.

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The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables i

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Hodge, Diane M. "Creating a Virtual Community of Learners Using WebCT: Lessons Learned." Journal of Technology in Human Services 22, no. 3 (June 7, 2004): 69–78. http://dx.doi.org/10.1300/j017v22n03_04.

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Hill, Rhys, and Alison Sewell. "Teachers as learners: Developing a community of learners through inquiry." Set: Research Information for Teachers, no. 3 (November 1, 2010): 31–37. http://dx.doi.org/10.18296/set.0435.

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Mackie, Renea. "Creative Forest: an emergent learning environment." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 17, 2021): 43. http://dx.doi.org/10.24135/pjtel.v3i1.107.

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Creative Forest is an educational space that connects, facilitates and empowers learners in education, enterprise and local community. Using an ecosystem methodology that resembles a forest metaphor, learner’s co-construct networks, interact, collaborate, and seek out and share expertise as a way of transforming social and cognitive relationships and values that craft a future of learning that is distinctly different and unconstrained. Learners are integral to the operation and success of the learning community as a way of designing, managing and promoting individual or group/community design

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Bari, Tazreen Jahan. "Community Language Learning (CLL) in Tertiary Level: A Learner Friendly Approach to ELT in Bangladesh." REiLA : Journal of Research and Innovation in Language 2, no. 3 (December 27, 2020): 121–26. http://dx.doi.org/10.31849/reila.v2i3.5123.

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This paper entitled "CLL in Tertiary Level: A Learner Friendly Approach to ELT in Bangladesh" aims to analyse the problems faced by tertiary level language learners in Bangladesh. This paper shows how Community Language Learning (CLL) can be a learner-friendly approach that creates an environment and process fit for maximum efficiency in target language learning. This paper analyses the quantitative data collected via questionnaire from fifty tertiary level students of Bangladesh from five universities across Bangladesh. This study reveals that tertiary level students face more barriers in cla

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Gould, Elizabeth. "MIDTESOL 2013: “Engaging Learners, Building Community”." Issues in Language Instruction 2 (June 1, 2013): 6. http://dx.doi.org/10.17161/ili.v2i0.6952.

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MIDTESOL is in Lawrence this year! This is a great way to put into practice the ideas discussed in this Supplement to ILI and you can consider it a test run for TESOL 2014. Also, the MIDTESOL conference is a wonderful opportunity to network with colleagues from the Midwest, especially, Iowa, Missouri, and other Kansas schools.

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Gould, Elizabeth. "MIDTESOL 2013: “Engaging Learners, Building Community”." Issues in Language Instruction 2, no. 2 (June 1, 2013): 6–8. http://dx.doi.org/10.17161/ili.v2i2.6952.

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MIDTESOL is in Lawrence this year! This is a great way to put into practice the ideas discussed in this Supplement to ILI and you can consider it a test run for TESOL 2014. Also, the MIDTESOL conference is a wonderful opportunity to network with colleagues from the Midwest, especially, Iowa, Missouri, and other Kansas schools.

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Moffatt, K. "Community Practice Researchers as Reflective Learners." British Journal of Social Work 35, no. 1 (January 1, 2005): 89–104. http://dx.doi.org/10.1093/bjsw/bch164.

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Green, Rosemary. "Fostering a Community of Doctoral Learners." Journal of Library Administration 45, no. 1-2 (November 14, 2006): 169–83. http://dx.doi.org/10.1300/j111v45n01_09.

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Banta, Trudy W. "Editor's Notes: A community of learners." Assessment Update 1, no. 3 (1989): 3. http://dx.doi.org/10.1002/au.3650010303.

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Sherry, Lorraine. "Supporting a networked community of learners." TechTrends 41, no. 5 (October 1996): 28–32. http://dx.doi.org/10.1007/bf02818903.

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Shadiev, Rustam, Ting-Ting Wu, and Yueh-Min Huang. "Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts." ReCALL 32, no. 2 (February 12, 2020): 195–212. http://dx.doi.org/10.1017/s0958344020000038.

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AbstractA vocabulary acquisition learning activity was designed and a learning system featuring image-to-text recognition technology to support the activity was developed. The effectiveness of the system with regard to facilitating vocabulary acquisition was tested. The perceptions of learners toward this tool and the affordances of the system for vocabulary acquisition were also explored. To this end, we designed an experiment in which 40 native speakers of Russian learning English as a foreign language from an elementary school participated. They were assigned to either a control condition o

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Adeyemi, Remilekun Iyabo. "I’m part of the collective: exploring the influence of L1 culture on communal representation through the use of we, us and our in Nigerian undergraduates’ written texts." Journal for Language Teaching 53, no. 2 (March 3, 2021): 53–71. http://dx.doi.org/10.4314/jlt.v53i2.3.

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This study explores the influence of L1 culture on Nigerian tertiary learners’ use of first-person plural personal pronouns we, us and our in written texts to indicate the collective, i.e., the writers’ social community. The quantitative and semantic analysis of the learners’ use of the pronouns was done using the Nigerian learner English corpus (NLEC) in comparison to Louvain corpus of native English student essays (LOCNESS). The quantitative analysis indicates the overuse of first-person plural pronouns by Nigerian learners compared to their LOCNESS counterparts. The study reports on the sem

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Murad, Ivan Hasan, Khalif Abdulrahman Al-Jumah, and Hozan Gorgeen Othman. "Investigating the Influence of Setting on Language Learning: The Case of Bahdini Kurdish Learners of English." European Scientific Journal, ESJ 13, no. 8 (March 31, 2017): 272. http://dx.doi.org/10.19044/esj.2017.v13n8p272.

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It was argued that those learning the language while mingling with the community are better learners than those learning in the academic setting where they only opt to use the academic language. The current small scale study investigates the influence of the setting on two BahdiniKurdish learners of English living in the UK in two different contexts. One of the learners has been learning English in an academic setting, while the other has been learning English through daily interactions with the community in a non-academic setting. Data were collected through interviews and observation. Result

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Chen, Hong Ren, and Ju Hong Chen. "Design of Mobile Interactive Learning Community Based on Electronic Cognitive Apprenticeship Mechanism." Applied Mechanics and Materials 490-491 (January 2014): 809–13. http://dx.doi.org/10.4028/www.scientific.net/amm.490-491.809.

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With the development of computer technology and the Internet, mobile learning has become more important in E-learning applications. Being freed from traditional fixed locations and times for the unilateral learning of formal curricula, a learning style allowing for adaptation and interactivity as well as ubiquitous learning has emerged. From the perspective of cognitive apprenticeship, in which learning cognition is guided by experts, and the executive process of missions, objectives, and capacities is manifest, the master can observe and discuss with the apprentices, and revise it toward a we

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Katernyak, Ihor, Viktoriya Loboda, and Maryana Kulya. "eLearning within the Community of Practice for sustainable development." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 312–22. http://dx.doi.org/10.1108/heswbl-03-2018-0030.

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Purpose The purpose of this paper is to demonstrate how the use of two knowledge management tools – eLearning and Community of Practice (CoP) – promotes the culture of managing by projects in public organizations toward achieving Sustainable Development Goals. Design/methodology/approach The paper presents three learning strategies for organizing eLearning in CoP, tailored e-course curriculum in Project Management for Local Development within the “4A” model (attention, actualization, attraction, action), with focus on learners’ feelings and emotions used for designing the eLearning process. Fi

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Borthick, A. Faye. "Analysis of Design from a Community of Practice Dialogue: Negotiating the Meaning of Auditing Information System Development." Journal of Information Systems 14, s-1 (January 1, 2000): 133–47. http://dx.doi.org/10.2308/jis.2000.14.s-1.133.

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A persistent question associated with theories of situated learning is how to put them into action. The concept of situated learning, in which the learner and the task are placed in the context of the overall social practice, stems from Lave (1988) and Lave et al.'s (1988) recognition that a traditional view of learning as the end result of a process of transmitting knowledge is inadequate. Instead, they propose looking at learning from the learner's perspective and viewing learning as a continuous process in which what is learned depends on what has been learned before and the context in whic

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Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity." Literacy and Numeracy Studies 22, no. 1 (October 1, 2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.

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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on

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Zhou, Xuan, Genghui Dai, Shuang Huang, Xuemin Sun, Feng Hu, Hongzhi Hu, and Mirjana Ivanović. "CyberPsychological Computation on Social Community of Ubiquitous Learning." Computational Intelligence and Neuroscience 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/812650.

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Under the modern network environment, ubiquitous learning has been a popular way for people to study knowledge, exchange ideas, and share skills in the cyberspace. Existing research findings indicate that the learners’ initiative and community cohesion play vital roles in the social communities of ubiquitous learning, and therefore how to stimulate the learners’ interest and participation willingness so as to improve their enjoyable experiences in the learning process should be the primary consideration on this issue. This paper aims to explore an effective method to monitor the learners’ psyc

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Drier, Hollylynne Stohl. "Investigating Mathematics as a Community of Learners." Teaching Children Mathematics 6, no. 6 (February 2000): 358–63. http://dx.doi.org/10.5951/tcm.6.6.0358.

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Chené, Adèle. "COMMUNITY‐BASED OLDER LEARNERS: BEING WITH OTHERS." Educational Gerontology 20, no. 8 (January 1994): 765–81. http://dx.doi.org/10.1080/0360127940200804.

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Baldwin, John. "Community Collaboration Ensures Success for Adult Learners." NASSP Bulletin 76, no. 546 (October 1992): 69–73. http://dx.doi.org/10.1177/019263659207654612.

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Daniel, Wallace. "The University as a Community of Learners." New Directions for Teaching and Learning 2014, no. 139 (September 2014): 11–18. http://dx.doi.org/10.1002/tl.20101.

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White, Barbara. "Lifelong Learners’ Contributions to the Campus Community." Innovation in Aging 4, Supplement_1 (December 1, 2020): 554. http://dx.doi.org/10.1093/geroni/igaa057.1817.

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Abstract The 2,000 member Osher Lifelong Learning Institute (OLLI) at California State University, Long Beach offers non-credit classes to adults 50 and older. We have an ongoing strategic goal (2014, 2019) to “increase our University and student involvement.” Integration into the campus community includes members volunteering as participants in survey and participatory faculty and student research related to biopsychosocial aspects of aging, faculty/student data collection in selected OLLI classes, vetting students to teach OLLI classes, acting as resources for professors/students in product

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Jinot, Belle Louis. "The Causes of a Lack of Discipline among Secondary School Learners in Mauritius." Mediterranean Journal of Social Sciences 9, no. 1 (January 1, 2018): 35–46. http://dx.doi.org/10.2478/mjss-2018-0003.

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AbstractA lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study aims at determining and examining the main causes of this problem in the context of Mauritius. Qualitative data were collected from learners, educators, principals and parents of four secondary schools by using focus group interviews and individual face-to-face interviews. By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional fam

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Jernudd, Björn. "SOCIOCULTURAL CONTEXTS OF LANGUAGE AND LITERACY.Bertha Péacrez (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. xiii + 354. $36.50 paper." Studies in Second Language Acquisition 21, no. 4 (December 1999): 668. http://dx.doi.org/10.1017/s0272263199254071.

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This book is for teachers who instruct “the culturally and linguistically diverse learner” (p. ix, et passim) in the United States; it reflects American community relations today. The editor's intention is to “assist you [the American teacher] in creating a sociocultural context for literacy learning within your classroom community of learners” (p. xi).

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O’Shea, Amanda. "Teachers’ Conceptions of Assessment for Learning: What are the Implications for Children?" Polish Journal of Educational Studies 72, no. 1 (January 1, 2020): 64–78. http://dx.doi.org/10.2478/poljes-2019-0005.

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AbstractThis paper describes a multi-case study which linked conceptions and practices of assessment for learning to developing learner autonomy within UK primary mathematics classrooms. The project explored the use of assessment for learning in mathematics lessons with Year 5 (9–10 years old) children and their teachers. Four cases were studied in depth to understand how conceptions and practices impacted upon autonomy and control for teachers and learners. A typology of assessment for learning in mathematics is proposed, along with what this might mean for both teachers and learners in terms

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MOUGEON, RAYMOND, and KATHERINE REHNER. "The influence of classroom input and community exposure on the learning of variable grammar." Bilingualism: Language and Cognition 20, no. 1 (March 11, 2016): 21–22. http://dx.doi.org/10.1017/s1366728916000304.

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As pointed out by Carroll (Carroll), our team has investigated the influence of input on the spoken French competence of older Ontario bilinguals. Our research has examined the learning of invariant and variable aspects of French grammar. We focus here on the learning of variation, since it is an under-researched topic not covered by Carroll. Our research examines adolescent speakers of Ontario French from French-medium schools (e.g., Mougeon & Beniak, 1991), same-age immersion students (e.g., Mougeon, Nadasdi & Rehner, 2010) and advanced learners from a bilingual university (e.g., Mou

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Kalyar, Jan Muhammad, Habibullah Pathan, Mansoor Ahmed Channa, Shoukat Ali Lohar, and Jam Khan Muhammad. "An Investigation of Willingness to Communication in ESL Classroom: A Quantitative Study of Elementary Students in Pakistan." International Journal of English Linguistics 9, no. 1 (December 31, 2018): 357. http://dx.doi.org/10.5539/ijel.v9n1p357.

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This study investigates willingness to Communicate (WTC) in ESL classroom of elementary students of higher Secondary School Qazi Ahmed, Pakistan. This current study used close ended questionnaire, adopted from McCroskey (1992). The participants of the study belong to the higher Secondary School Qazi Ahmed. The current study has 300 participant from different grades like 100 learners from six grade, 100 from seven grades, and 100 participants belong to eight grades. These participants were all between11 year to 15 years of age. The data was analyzed through SPSS version 20 (statistical for soci

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Dun, Yijie, Na Wang, Min Wang, and Tianyong Hao. "Revealing Learner Interests through Topic Mining from Question-Answering Data." International Journal of Distance Education Technologies 15, no. 2 (April 2017): 18–32. http://dx.doi.org/10.4018/ijdet.2017040102.

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In a question-answering system, learner generated content including asked and answered questions is a meaningful resource to capture learning interests. This paper proposes an approach based on question topic mining for revealing learners' concerned topics in real community question-answering systems. The authors' approach firstly preprocesses all questions associated with learners. Afterwards, it analyzes each question with text features and generates a weight feature matrix using a revised TF/IDF method. In order to decrease the sparsity issue of data distribution, the authors employ three c

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Rogers-Shaw, Carol, Davin J. Carr-Chellman, and Jinhee Choi. "Universal Design for Learning: Guidelines for Accessible Online Instruction." Adult Learning 29, no. 1 (October 17, 2017): 20–31. http://dx.doi.org/10.1177/1045159517735530.

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Universal Design for Learning (UDL) is a framework for the teaching–learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners’ needs more effectively. In this article, the history and philosophy of UDL are discussed and elaborated, followed by an explanation of how the principles of UDL were used to improve an existing online course offering for adult learners.

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Pescaru, Adina. "Teachers and parents in a community of learners." Procedia - Social and Behavioral Sciences 33 (2012): 268–72. http://dx.doi.org/10.1016/j.sbspro.2012.01.125.

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Anderson, Terry. "Contact North: linking community learners and educational institutions." Open Learning: The Journal of Open, Distance and e-Learning 6, no. 1 (February 1991): 16–22. http://dx.doi.org/10.1080/0268051910060104.

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West, Elizabeth, Phyllis Jones, and Sarah Semon. "Promoting Community for Online Learners in Special Education." Journal of Digital Learning in Teacher Education 28, no. 3 (March 2012): 108–16. http://dx.doi.org/10.1080/21532974.2012.10784688.

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Martinez-Pons, Manuel. "The Community of Learners: The Open Classroom Experience." Contemporary Psychology 48, no. 6 (December 2003): 839–41. http://dx.doi.org/10.1037/000993.

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Gustafsson, Hana. "Making do." Review of Cognitive Linguistics 17, no. 2 (December 31, 2019): 382–410. http://dx.doi.org/10.1075/rcl.00040.gus.

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Abstract This paper argues that the cognitive usage-based model enhanced by a complexity theory perspective can provide useful insights into L2 learners’ non-target-like use of L2 phraseological chunks. Firstly, L2 chunks are conceptualized here as L2 complex form-meaning mappings subject to developmental schematization and entrenchment, as well as productive cut-and-paste mechanisms. Traces of these mechanisms at community level are interpreted as emergent patterns, a complexity theory concept in line with the cognitive usage-based model. Next, learner expressions for two task-elicited notion

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Irvine, Paul, and Paul Brna. "Growing an internet-based community for lifelong self-learners: empowering the community." International Journal of Continuing Engineering Education and Life-Long Learning 13, no. 1/2 (2003): 5. http://dx.doi.org/10.1504/ijceell.2003.002150.

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Thomas, Paul. "Avoiding the ‘virtual’." Asian Languages and Computers 17 (January 1, 2003): 111–24. http://dx.doi.org/10.1075/aralss.17.08tho.

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This paper explores current arguments on the virtual nature of experiences in learning via the Internet and the World Wide Web in the context of the design and recent implementation of an off-campus distributed language course in Indonesian developed by the author. The establishment of the course has been in response to the demand for more flexible modes of delivery that are capable of assisting learners to accommodate language study with the demands of employment and family commitments. It would appear, however, that for some language learners the remoteness of learning in a virtual classroom

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Borer, Hagit. "Access to Universal Grammar: The real issues." Behavioral and Brain Sciences 19, no. 4 (December 1996): 718–20. http://dx.doi.org/10.1017/s0140525x00043582.

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AbstractIssues concerning UG access for L2 acquisition as formulated by Epstein et al. are misleading as well as poorly discussed. UG accessibility can only be fully evaluated with respect to the steady state gram mar reached by the learner. The steady state for LI learners is self evidently the adult grammar in the speech community. For L2 learners, however, the steady state is not obvious. Yet, without its clear characterization, debates concerning stages of L2 acquisition and direct and indirect UG accessibility cannot be resolved.

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Eika, Evelyn. "Learning in Higher Education Under the Covid-19 Pandemic: Were Students More Engaged or Less?" International Journal of English Linguistics 11, no. 3 (May 17, 2021): 96. http://dx.doi.org/10.5539/ijel.v11n3p96.

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This study explored students&rsquo; learning experiences in higher education during the Covid-19 pandemic. A journal writing methodology was used to extract learners&rsquo; reflective thoughts regarding their living and learning during the pandemic outbreak. The results were interpreted through the views of relevant student engagement frameworks. The students&rsquo; structural factors (family, support, and pressure) were impacted because of political and sociocultural factors (restrictive measures in response to the pandemic outbreak) within which the university factors were embedd

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Smith, Anne. "“You are contagious”: The Role of the Facilitator in Fostering Self-Efficacy in Learners." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 2 (July 1, 2017): 1–14. http://dx.doi.org/10.33178/scenario.11.2.1.

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This article argues that improvised role-play can raise learners’ levels of self-efficacy, which in turn increases their likelihood of using language learned beyond the workshop space. It argues that the physicality of the facilitator plays a key role in developing the self-efficacy of learners, using evidence drawn from the study of two Creative English groups with differing outcomes in terms of the use of English beyond the sessions.Creative English is a national, community-based applied theatre programme in the UK, which teaches adult migrants the English they need for everyday situations s

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Blanco-Suárez, Zeltia, Francisco Gallardo-del-Puerto, and Evelyn Gandón-Chapela. "The Primary Education Learners’ English Corpus (PELEC): Design and compilation." Research in Corpus Linguistics 8 (2020): 147–63. http://dx.doi.org/10.32714/ricl.08.01.09.

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This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials (47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.

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