Thematische Bibliographien / Language attitudes and beliefs

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Auswahl der wissenschaftlichen Literatur zum Thema „Language attitudes and beliefs“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Language attitudes and beliefs"

Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.

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<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these

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Bukhari, Syed Sada Hussain, Ajab Ali Lashari, and Syed Abid Ali Shah Jilani. "An Ethnographic Study on Beliefs and Attitudes of Some Larkana Teachers of English." Global Educational Studies Review VIII, no. I (2023): 222–30. http://dx.doi.org/10.31703/gesr.2023(viii-i).19.

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Many specialists agree that beliefs have a powerful impact on teachers’ practices. However, it should be taken into account that their attitudes affect their practices as well. This paper is about English language teachers´ attitudes and beliefs. The objective was to share some data from ethnographic research developed with a group of high school English teachers from Larkana. The research data endorsed our hypothesis of the existence of a relationship between belief and attitude, which, to us, until then, was a gap in the studies of Applied Linguistics. Although initially, we had in mind the

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Arciaga, Kasumi, and Rochelle Irene Lucas. "Attitudes, Motivation, and Beliefs of Online Foreign Language Learners Amidst the Pandemic." International Journal of Instruction 17, no. 3 (2024): 665–78. http://dx.doi.org/10.29333/iji.2024.17337a.

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Covid-19 pandemic was an event which undeniably changed the paradigm of language learning. Online language learning has emerged as a significant catalyst, shedding light on distinctive attitudes, motivations, and beliefs among learners. The aim of the present study was to explore how learners articulated their attitudes, motivations, and beliefs in this context. To achieve these objectives, two hundred thirteen respondents participated in the study, completing modified versions of the AMTB (Attitude/Motivation Test Battery) and BALLI (Beliefs about Language Learning Inventory) questionnaires.

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Yulian, Ryani. "Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning." International Journal of Information and Education Technology 14, no. 2 (2024): 318–32. http://dx.doi.org/10.18178/ijiet.2024.14.2.2054.

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In recent years, investigating factors affecting learners’ acceptance has gained prominence. However, little is known about the effect of behavioural intention, and interactivity and engagement as mediating variables, particularly in the use of technology-based content application for language learning. This study explored the relationships among variables on learners’ acceptance of Content-Based Language Application (CBLA). The Unified Theory of Acceptance and Use of Technology (UTAUT) construct reveals a strong correlation with both self-efficacy and attitude. Performance expectancy demonstr

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Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.

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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Depart

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Jaén Campos, Marta. "ENGLISH TEACHERS IN CLIL SECONDARY SCHOOLS IN MADRID: BELIEFS, ATTITUDES AND KNOWLEDGE." Elia, no. 23 (2023): 217–49. http://dx.doi.org/10.12795/elia.2023.i23.07.

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This study aims to explore the teacher cognition of EFL specialists working in CLIL Secondary settings in Madrid. More specifically, the dimensions of teacher knowledge and beliefs regarding the bilingual education programme and their own role are addressed. Being part of a larger study, it was designed as a multi-case study in which six EFL teachers from different Secondary schools took part. Moreover, a mixed-methods approach was followed in order to contrast and triangulate the results. First, they were administered a questionnaire consisting mostly of Likert-type scale questions which were

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Skarkerud Haugan, Jens. "Pupils’ beliefs about Norwegian Nynorsk: ‘I don’t believe we need to learn a second Norwegian language’." Educational Role of Language Journal 2024-1, no. 11 (2024): 71–90. http://dx.doi.org/10.36534/erlj.2024.01.06.

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According to the national curriculum, Norwegian pupils are supposed to learn both official written Norwegian languages, Bokmål and Nynorsk, in school (1-13); one of the written languages as their so-called main written language and the other one as the alternative written language. At the end of lower secondary school (10th grade) and the end of upper secondary school (13th grade), most pupils get three individual grades in Norwegian as a school subject: written Bokmål, written Nynorsk and oral skills. The majority of pupils (more than 85%) have Bokmål as their main written language and Nynors

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Idris, Mariam Oluwatoyin, Muhammed Yusuf, Mohd Hafis Mohd Hanif, Salisu Monsuru Adekunle, and Bakare Kazeem Kayode. "An Appraisal of the Attitudes and Achievement Motivation of Arab Postgraduate Students Towards the Learning of the English Language in Selected Malaysian Public Universities." Asian Journal of Assessment in Teaching and Learning 11, no. 1 (2021): 34–46. http://dx.doi.org/10.37134/ajatel.vol11.1.4.2021.

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Motivation and Attitude, being linked frequently to actual classroom studying situations, are very significant and crucial contributing elements within the second language learning process. The role of attitude and motivation in the acquisition of foreign languages has been a major concern to foreign language researchers. Attitude and motivation are known as essential and distinctive thoughts in social sciences. They have as well maintained their position as a central concept on the field. Attitude is an essential part of understanding human behaviour and it is considered as a mental state tha

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Adithepsathit, Urairat, and Jirada Wudthayagorn. "Beliefs about English Language Learning, Attitudes and Motivation of Undergraduate Students of Prince of Songkla University, Surat Thani Campus." Suranaree Journal of Social Science 12, no. 2 (2018): 24–46. http://dx.doi.org/10.55766/kpok7373.

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Previous research studies confirm that students with positive beliefs about language learning, good attitudes and high motivation are likely to be successful language learners.Likewise, fostering and maintaining positive beliefs, good attitudes and motivation are important because the students can be propelled to their furthest language learningpotential. However, less is known what Thai EFL university students’ beliefs, attitudes and motivation are like and whether or not they have changed over time. This researchaimed to fill in this gap by using a cross-sectional research design to investig

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Indarwati, Indarwati, Nurhayati Nurhayati, Lukman Lukman, and Harlinah Sahib. "Language attitudes of the Konjo community toward the Indonesian language: A sociolinguistics study." Forum for Linguistic Studies 5, no. 3 (2023): 1613. http://dx.doi.org/10.59400/fls.v5i3.1613.

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Language attitudes are beliefs, preconceptions, and opinions that speakers have about a language. Additionally, it has been demonstrated that linguistic attitudes affect social interaction’s behavioral cooperativeness. In general, behavioral cooperativeness is increased by favorable attitudes toward another person’s language diversity, while behavioral cooperativeness is decreased by negative attitudes. Therefore, this study examines the positive or negative the language attitudes of the Konjo language in South Sulawesi. This research aims to analyze the language attitudes of the Konjo Communi

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Dissertationen zum Thema "Language attitudes and beliefs"

West, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.

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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what

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Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.

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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host c

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Mansory, Mazin. "EFL teachers' beliefs and attitudes towards English language assessment in a Saudi University's English Language Institute." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25765.

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State universities in Saudi Arabia have adopted a new educational policy, which made English the medium of instruction for all scientific departments. This has led to establishing a Foundation Year Programme (FYP) in the English Language Institute (ELI) of those universities, which aims to prepare university students to cope with the new academic requirements in their chosen majors and to improve their overall language competence. This study investigates teachers’ roles and beliefs regarding assessment practices in the ELI with the aim to uncover not only the role(s) teachers play in both cont

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Weekly, Robert. "Multilingual South Asian English language teachers' attitudes to English language varieties and the impact on their teaching beliefs." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/398692/.

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Recent changes at a global level in terms of migration patterns and telecommunications have destabilised many pre-established concepts. The notion of diaspora has given way to trans-localism and communities can no longer be conceived of as discreet homogenous units. Other language related concepts such as multilingualism, code-mixing, speech communities and language itself have been scrutinised and undermined by research in translanguaging, superdiversity, English as a Lingua Franca, World Englishes and language ideologies. In Britain new migrants from a myriad of different locations co-exist

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DeLorenzo, Leah. "Parental Beliefs and Attitudes on Enrollment in a Dual Language Program at an Elementary School." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5927.

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In the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the reasons that parents enroll their children in DLEs. Sixty participants completed a questionnaire sent home f

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Abu-Talag, Salem Etaher Mustafa. "Libyan secondary school EFL teachers and communicative language teaching : attitudes, beliefs and constraints in implementation." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11429/.

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The communicative approach to language teaching is based on the theory of language as communication. According to Hymes (1972), language teaching is interpreted by learners as learning through communicative competence. Researchers, particularly in EFL secondary teachers’ classroom practices, have emphasized teachers’ concentration on using grammar translation (GTM) and audio-lingual (ALM) methods. However, most studies did not investigate teachers’ beliefs (as situated in their cultural context) and their classroom practice. Therefore, taking Libya as an example, the aim of this study is to fi

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Melchien, Bianca. "‘Neutral, native-like or authentic’ : Investigating attitudes and beliefs of expanding circle speakers of English." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131390.

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The status of English as the language of international communication is by now well-established. However, in the past 16 years, research has tried to emphasize the fact that the English spoken in international contact situations and between people with other first languages than English has different needs than the English spoken locally amongst native speakers, resulting in the emergence of English as a lingua franca (ELF) as a scholarly field. However, the impact of findings in ELF has so far only led to a moderate shift in English language teaching. Especially in expanding circle countries,

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Tognini, Rita. "Teachers as language learners: A study of the relationship between their beliefs about language learning and their learning strategy use." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/532.

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Proctor-Williams, Kerry, and Elizabeth Alley. "Implementing IPE in an Academic Health Science Center: changing Attitudes, Beliefs, & Knowledge." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1823.

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Completion of 3-year pilot Interprofessional Education Program involving graduate students in an Academic Health Science Center yielded pre- and post-program evaluations of attitudes, beliefs, and knowledge of students and faculty. This session offers a description of a program without curricular level changes, presentation of research outcomes, and resulting planned modifications.

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Bakker, Sarah C. "BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.

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Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typica

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Bücher zum Thema "Language attitudes and beliefs"

Paula, Kalaja, Ferreira Ana Maria, and British Association for Applied Linguistics. Meeting, eds. Beliefs about SLA: New research approaches. Kluwer Academic, 2003.

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Rueda, Robert. Teachers' beliefs about reading assessment with Latino language minority students. National Center for Research on Cultural Diversity and Second Language Learning, 1994.

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H, Schmidt William. Teachers' and teacher candidates' beliefs about subject matter and about teaching responsibilities. National Center for Research on Teacher Education, 1990.

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Garrett, Peter. Attitudes to language. Cambridge University Press, 2010.

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Hout, Roeland van, and Uus Knops, eds. Language Attitudes in the Dutch Language Area. DE GRUYTER MOUTON, 1988. http://dx.doi.org/10.1515/9783110857856.

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H, Nelde Peter, ed. Language attitudes and language conflict =: Spracheinstellungen und Sprachkonflikte. Dümmler, 1990.

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Löw-Wiebach, Danielle A. V. Language attitudes and language use in Pitmedden, Aberdeenshire. Peter Lang, 2006.

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Hawkey, James. Language Attitudes and Minority Rights. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74597-8.

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Holley, Alison E. Attitudes and beliefs about asthma: Adoloescents' viewpoints. [Universityof Surrey], 1990.

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Kirk, Jackie. Education and peacebuilding: Changing beliefs and attitudes. CBIE Resources, 2002.

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Buchteile zum Thema "Language attitudes and beliefs"

Thompson, Amy S. "Attitudes and Beliefs." In The Routledge Handbook of the Psychology of Language Learning and Teaching. Routledge, 2021. http://dx.doi.org/10.4324/9780429321498-15.

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McDougald, Jermaine S. "Teachers' perceptions, beliefs, and attitudes on CLIL." In The Routledge Handbook of Content and Language Integrated Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003173151-22.

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Crombez, Yasmin. "Newspapers as a window into language beliefs of the past." In IMPACT: Studies in Language, Culture and Society. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/impact.55.13cro.

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Abstract Within heritage language linguistics, a recent paradigm shift has emanated from the field of (historical) sociolinguistics, investigating (1) the influence of extra-linguistic factors and (2) heritage languages in the past (see Brown 2019). Drawing inspiration from these new directions, this chapter investigates the language beliefs of Flemish emigrants in the United States with particular attention to the pre- and post-migration sociolinguistic ecology. To achieve this, a discourse analysis was conducted using three Flemish-American newspapers dating from 1890 until 1959, specificall

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Crespo del Río, Claudia. "Common Beliefs and Openness Discourses Among Learners of Quechua as a Second Language in Peru." In Language Attitudes and the Pursuit of Social Justice. Routledge, 2024. http://dx.doi.org/10.4324/9781003462736-17.

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Majchrzak, Olga. "Analysis of Students’ Beliefs and Attitudes Towards Writing in L1 (Polish) and L2 (English)." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69560-0_4.

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Kantor, Benjamin Paul. "(Standard) Language Ideology as a Theoretical Framework." In Semitic Languages and Cultures. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0382.03.

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The third chapter introduces the concept of using language ideology as a theoretical framework for research, beginning by looking at its nascence in scholarship in the 1970s and 1980s. We go on to outline the relevance of language ideology for the institutionalisation of grammar. In particular, we look at features of a ‘standard language culture’ and the phenomenon of ‘enregisterment’. The relevance of performance and performative language is also considered before our conclusion, in which we discuss how studying language ideology does not always bring one closer to actual linguistic practice

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Whiteside, Mary, Komla Tsey, Yvonne Cadet-James, and Janya McCalman. "Beliefs and Attitudes." In SpringerBriefs in Public Health. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04618-1_4.

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Biddle, Stuart, and Nanette Mutrie. "Beliefs and Attitudes." In Psychology of Physical Activity and Exercise. Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-1793-3_3.

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Reid, Norman, and Asma Amanat Ali. "Beliefs and Attitudes." In Springer Texts in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53677-0_11.

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Arsuffi, Lara. "Attitudes and Beliefs." In Social Psychology in Forensic Practice. Routledge, 2022. http://dx.doi.org/10.4324/9781315560243-5.

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Konferenzberichte zum Thema "Language attitudes and beliefs"

Buckingham, David, Matthias Scheutz, Tran Cao Son, and Francesco Fabiano. "Action Language mA* with Higher-Order Action Observability." In 21st International Conference on Principles of Knowledge Representation and Reasoning {KR-2023}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/kr.2024/20.

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This paper presents a novel semantics for the mA* epistemic action language that takes into consideration dynamic per-agent observability of events. Different from the original mA* semantics, the observability of events is defined locally at the level of possible worlds, giving a new method for compiling event models. Locally defined observability represents agents' uncertainty and false-beliefs about each others' ability to observe events. This allows for modeling second-order false-belief tasks where one agent does not know the truth about another agent's observations and resultant beliefs.

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Žefran, Mojca, Anja Pirih та Silva Bratož Bratož. "EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE". У Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.149z.

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In developing the language education policy, the Council of Europe recognised the promotion of language diversity as one of Europe's key goals and e thus emphasised the teaching and dissemination of the languages of EU Member States. The development of plurilingual and multilingual competences involves, among other things, the forming of positive attitudes towards foreign/second/additional languages. It is assumed that teachers play an important role in developing learnersʼ language attitudes and can have a considerable influence on their beliefs. Therefore, the main aim of the present study i

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Sap, Maarten, Swabha Swayamdipta, Laura Vianna, Xuhui Zhou, Yejin Choi, and Noah Smith. "Annotators with Attitudes: How Annotator Beliefs And Identities Bias Toxic Language Detection." In Proceedings of the 2022 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.naacl-main.431.

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writin

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Shifang, Tang, Lu Xiuhong, and Deng Hao. "Study on Chinese college students' beliefs and attitude towards Autonomous Language Learning in computer-assisted language learning environment." In 2011 International Conference on Mechatronic Science, Electric Engineering and Computer (MEC). IEEE, 2011. http://dx.doi.org/10.1109/mec.2011.6025883.

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Nandy, Paromita. "Ratiocinate the Sociocultural Habits of Bengali Diaspora Residing in Kerala: A Linguistic Anthropology Study." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-2.

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The paper alludes to the study of how humans relocate themselves with cultural practice and its particular axiom, which embrace the meaning and value of how material and intellectual resource are embedded in culture. The study stimulates the cultural anthropology of the Bengali (Indo-Aryan, Eastern India) diaspora in Kerala (South India) that is dynamic and which keeps changing with the environment, keeping in mind a constant examination of group rituals, traditions, eating habits and communication. Languages are always in a state of flux, as are societies, and society contains customs and pra

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Hardikar, Uttara, Alisha Vincent, Venkateswar Venkataman, and Millicent Channell. "Healthcare Disparities in the LGBTQIA+ Community: A Scoping Review of Community vs Provider Experiences." In 27th Annual Rowan-Virtua Research Day. Rowan University Libraries, 2023. https://doi.org/10.31986/issn.2689-0690_rdw.stratford_research_day.144_2023.

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Background: It is well-established that healthcare disparities exist in the LGBTQIA+ community. The divide is a growing concern exacerbated by recent changes in the healthcare and sociopolitical climate. To eliminate this divide and find ways to deliver better outcomes to the LGBTQIA+ is a dire need. This report analyzes the possible reasons from the community as well as the providers perspective, with a goal to find best practices that could be implemented in both components. Methods: A scoping literature review was carried out as described below to collect perspectives from both sides: patie

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Ngan Ha, Le Vu. "Developing Speaking Skills Using Two Classroom Techniques: A Case Study of Non-English Major Second-Year Students at Ho Chi Minh City University of Food Industry." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.14.

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From the fact that students are often reluctant to spend time practicing speaking because oral English is not examined in the final exams for English 1, English 2, and English 3 at HUFI, the author believes that lecturers need to provide encouraging activities to boost the students’ speaking skill. The purposes of this research were to study and compare speaking skills of Non-English Major Second-Year students before and after using two classroom techniques, and to study the students’ attitude towards teaching English speaking skills using the three classroom techniques. The sample group is a

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Bradonjić, Tamara. "STEM APPROACH FOR 21st CENTURY SKILLS AND INTERDISCIPLINARY DEVELOPMENT – EFL TEACHERS’ ATTITUDES." In STEM/STEAM/STREAM APPROACH IN THEORY AND PRACTICE OF CONTEMPORARY EDUCATION. University of Kragujevac, Faculty of Education in Jagodina, 2025. https://doi.org/10.46793/stream25.181b.

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STEM education is an approach that has affected all countries of the world in recent years. The study aims to explore English as a foreign language (EFL) teachers’ beliefs about the potential of the STEM approach to contribute to interdisciplinary and 21st-century skills development in teaching EFL in primary and secondary school education. It deals with EFL teachers’ attitudes towards the relevance of the STEM approach for moving from de-contextualized use of technology in learning towards a learning flow that fosters engagement with digital experiences in a way that can develop students’ coo

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Xia, Ling (Angela), and Xiaojun Zhang. "Connecting the dots: Examining the relationship between language proficiency and digital literacy of EMI university students." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-46.

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Transitioning to university can be both exhilarating and daunting for first-year college students, especially those entering an English as a Medium of Instruction (EMI) university where academic activities are conducted in their second language. The challenges faced by these students are intricate and varied. While existing literature has explored the digital literacy of undergraduates and their impact on academic success, there is a scarcity of studies focusing on students in EMI institutions. More importantly, digital literacy, which is mostly about proficiency in digital skills, is crucial

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Berichte der Organisationen zum Thema "Language attitudes and beliefs"

Juveland, Sara. Foreign Language Students' Beliefs about Homestays. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.289.

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Athey, Susan, Kristen Grabarz, Michael Luca, and Nils Wernerfelt. The Effectiveness of Digital Interventions on COVID-19 Attitudes and Beliefs. National Bureau of Economic Research, 2022. http://dx.doi.org/10.3386/w30273.

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Hu, Weiming. Effects of parents' health attitudes and beliefs on children's preventive care utilization. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6199.

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Ahonsi, Babatunde, Salisu Ishaku, Araoyinbo Idowu, and Ayodeji Oginni. Providers' and key opinion leaders' attitudes, beliefs, and practices regarding emergency contraception in Nigeria. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1017.

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Khan, M. E., Deepthi Varma, Isha Bhatnagar, Anvita Dixit, and Martha Brady. Attitudes, beliefs, and practices of providers and key opinion leaders on emergency contraception in India. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1050.

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Huneidi, Laila. The Values, Beliefs, and Attitudes of Elites in Jordan towards Political, Social, and Economic Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2016.

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Ahonsi, Babatunde, Salisu Ishaku, Araoyinbo Idowu, and Ayodeji Oginni. Providers' and key opinion leaders' attitudes, beliefs, and practices regarding emergency contraception in Nigeria: Key findings. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1065.

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Jenkins-Smith, H., J. Espey, A. Rouse, and D. Molund. Perceptions of risk in the management of nuclear wastes: Mapping elite and mass beliefs and attitudes. Office of Scientific and Technical Information (OSTI), 1991. http://dx.doi.org/10.2172/5749733.

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Roose, Joshua, Mohammed Ali, and Miranda Stevens. Anti-Women Attitudes and Extremism: Empirical Evidence from the Australian Context. Centre for Resilient and Inclusive Societies, 2025. https://doi.org/10.56311/eewc1691.

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This report addresses Recommendation Two of the Victorian Government’s 2023 Response to the Inquiry into Extremism, providing foundational empirical research on the role of misogyny and anti-LGBTIQA+ sentiment in radicalisation to violence. It identifies critical gaps in current CVE frameworks concerning gender-based grievances. Existing counter-extremism strategies lack sufficient mechanisms to detect and address misogynistic beliefs, significantly restricting opportunities for early intervention and effective prevention. A mixed-methods approach, comprising a nationally representative IPSOS

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Mane, Babacar, Saumya RamaRao, Martha Brady, Fatou Mbow, and Ababacar Ababacar. Attitudes, beliefs, and practices of key opinion leaders (KOL) and providers about emergency contraception (EC) in Senegal. Population Council, 2012. http://dx.doi.org/10.31899/rh1.1005.

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