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A DBR study of the Effects of Self-efficacy in a Foreign Language Classroom

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A DBR study of the Effects of Self-efficacy in a Foreign Language Classroom
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  • I haven't spoken Italian for 3 weeks
  • Semester 1: Initial intervention to create more class practice Semester 2: First iteration of redesign in response to initial intervention Semester 3: Second iteration of redesign in response to phase 2
  • How can I help improve their performance in Italian?
  • Italian (Intermediate)
  • I thought it would be easy if I just memorized everything.
  • I feel my students lack the confidence to speak or write in Italian
  • So having more time for practice during class will be useful.
  • We can design and redesign the learning environment to test the idea.
  • Bandura 's theory says that practice develops self-efficacy
  • Sources of Self-Efficacy(Bandura 1977)Performance accomplishmentsVicarious experiencesVerbal persuasionEmotional arousal
  • This means in a comfortable interactive environment, practice helps develop mastery which gives a sense of self-efficacy.
  • Hmmm
  • Practice Mastery Self-efficacy
  • Phase 3
  • Phase 2
  • Phase 1
  • Qualitative MethodsObservation of 254 studentsInterview of 4 studentsStudent evaluations9 Focus group interviews
  • [P]ractice via increased exposure and productivity in the classroom improved student self efficacy by lowering anxiety and perceived ability
  • Author 2
  • Student Perception of Self-efficacy in the Foreign Language Classroom: A DBR Research Study
  • [S]tudents became more habituated to and accepting of more intimidating activities. .. self efficacy grew as 'coping skills'
  • Author 1
  • ReferenceMoreno, R., Kilpatrick, J. (2018). Student perceptions of self-efficacy in the foreign language classroom: A design-based research study. EDeR. Educational Design Research, 2(1).
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