Literaturnachweis - Detailanzeige
Autor/in | Cong-Lem, Ngo |
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Titel | Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners' Motivational Orientations and Listening Achievement |
Quelle | In: TESL Canada Journal, 37 (2020) 3, S.1-26 (26 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0826-435X |
Schlagwörter | Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Portfolios (Background Materials); Learning Motivation; Skill Development; Listening Comprehension; Course Descriptions; Higher Education; Self Efficacy; Student Attitudes; Content Analysis; Teaching Methods; Listening Skills; Undergraduate Students; Educational Change; Listening Comprehension Tests; Measures (Individuals); Learning Strategies; Questionnaires; Vietnam; Motivated Strategies for Learning Questionnaire Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Kompetenzentwicklung; Qualifikationsentwicklung; Hörverständnis; Kursstrukturplan; Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Hörverstehensübung; Messdaten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen |
Abstract | Whilst previous researchers commonly report on the effect of portfolio-based instruction on second language/English as a foreign language (L2/EFL) learners' language performance, very few studies examine its impact on their learning motivation. Drawing on expectancy-value theory, the current study examines how the implementation of a portfolio-based listening course may affect language learners' L2 motivation and skill development. This study adopted a mixed methods approach with Vietnamese EFL learners in higher education as its participants, who were administered a motivation questionnaire, listening comprehension tests, and semi-structured interviews. Both quantitative statistics and qualitative content analysis were applied for data analysis purposes. The results indicated that the portfolio-based program in this study had a significant positive impact on the participants' motivational orientations, especially their expectancy components (i.e., their self-efficacy and learning control beliefs) and their L2 listening accomplishment but not on the value aspects. Pedagogical implications are discussed. (As Provided). |
Anmerkungen | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |