Progrès des étudiants en licence des langues au temps de la pandémie

Gabriel Sánchez-Sánchez, Eduardo Encabo-Fernández

Résumé


L'article contient uniquement le résumé en anglais.


Mots-clés


langues étrangères ; éducation ; pandémie ; résultats scolaires ; compétence communicative

Texte intégral :

PDF (English)

Références


Afshar, H., & Yousefi, M. (2019). Do EFL Teachers ‘Critically’ Engage in Cultural Awareness? A Mixed-Method Investiga-tion. Journal of Intercultural Communication Research, 48(4), 315–340. http://dx.doi.org/10.1080/17475759.2019.1629331

Ardasheva, Y., Tretter, T. R., & Kinny, M. (2011). English Language Learners and Academic Achievement: Revisiting the Thresh-old Hypothesis. Language learning, 62, 769–812. http://dx.doi.org/10.1111/j.1467-9922.2011.00652.x

Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English lan-guage learning achievements. Language teaching research, 27(1), 1–22. http://dx.doi.org/10.1177/1362168820933190

Baleghizadeh, S., & Saneie, M. (2013). An investigation of Tensions between EFL Teachers’ Beliefs and Practices about teaching Culture. Gist: Education and Learning Research Journal, 7, 35–53.

Barili, A., & Byram, M. (2021). Teaching intercultural citizenship through intercultural service learning in world language education. Foreign language annals, 54(3), 776–799. http://dx.doi.org/10.1111/flan.12526

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Craig, C. J. (2018). Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. Teaching and Teacher Education, 69, 300–311. http://dx.doi.org/10.1016/j.tate.2017.09.011

Durán, P. (2008). Assessing English-Language Learner’s Achievement. Review of research in Education, 32(1), 292–327. http://dx.doi.org/10.3102/0091732X07309372

Fullan, M. (2018). Surreal Change: The real Life of Transforming Public Education. Routledge.

Hargreaves, A. (1994). Changing teachers, changing times: teacher’s work and culture in the Postmodern Age. University of To-ronto Press.

Hargreaves, A., & Shirley, D. (2022). Well-being in schools: three forces that will uplift your students in a volatile world. ASCD.

Hidalgo-Camacho, C., Escudero, G. I., Vallacís, W., & Varela, K. (2021). The Effects of Online Learning on EFL Students' Aca-demic Achievement during Coronavirus Disease Pandemic. European Journal of Educational Research, 10(4), 1867–1879. http://dx.doi.org/10.12973/eu-jer.10.4.1867

Huei, L. S., Yunus, M., & Hashim, H. (2021). Strategy to Improve English Vocabulary Achievement during COVID-19 Epidemic. Does Quizizz Help? Journal of Education and e-Learning Research, 8(2), 135–142. http://dx.doi.org/10.20448/journal.509.2021.82.135.142

Le Roux, J. (2002). Effective educators are culturally competent communicators. Intercultural Education, 13(1), 37–48. http://dx.doi.org/10.1080/14675980120112922

Leung, C. (2005). Convivial communication: recontextualizing communicative competence. Journal of Applied Linguistics, 15(2), 119–144. http://dx.doi.org/10.1111/j.1473-4192.2005.00084.x

Papi, M., & Khajavy, G. H. (2021). Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective. Language learning, 2, 537–572. http://dx.doi.org/10.1111/lang.12443

Pérez Cañado, M. L., & Madrid, D. (2004). Teacher and student preferences of native and nonnative foreign language teachers. Porta linguarum: revista internacional de didáctica de las lenguas extranjeras, 2, 125–138.

Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’ Achievement in Learning English. JELITA, 1(2), 56–64. https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/65

Sercu, L. (2006). The foreign language and intercultural competence teacher: the acquisition of a new professional identity. Intercul-tural Education, 17(1), 55–72. http://dx.doi.org/10.1080/14675980500502321

Shanahan, T., & Beck, I. L. (2006). Effective Literacy Teaching for English-Language Learners. In D. August, & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 415–488). Lawrence Erlbaum Associates Publishers.

Soland, J., & Sandilos, L. E. (2021). English Language Learners, Self-efficacy, and the Achievement Gap: Understanding the Rela-tionship between Academic and Social-Emotional Growth. Journal of Education for Students Placed at Risk (JESPAR), 26(1), 20–44. http://dx.doi.org/10.1080/10824669.2020.1787171

Sutarni, N., Ramdhany, M. A., Hufad, A., & Kurniawan, E. (2021). Self-Regulated Learning and Digital Learning Environment: Its’ Effect On Academic Achievement During The Pandemic. Cakrawala Pendidikan, 40(2), 374–388. http://dx.doi.org/10.21831/cp.v40i1.33474




DOI: http://dx.doi.org/10.17951/lsmll.2023.47.3.31-40
Date of publication: 2023-11-08 11:50:10
Date of submission: 2022-11-30 19:30:11


Statistiques


Visibilité des résumés - 555
Downloads (from 2020-06-17) - PDF (English) - 265

Indicateurs



Renvois

  • Il n'y a présentement aucun renvoi.


Droit d'auteur (c) 2023, Eduardo Encabo-Fernández, Gabriel Sánchez-Sánchez

Licence Creative Commons
Ce(tte) œuvre est mise à disposition selon les termes de la Licence Creative Commons Attribution 4.0 International.