Despite numerous studies involving personality traits and second language (L2) learning achievement over many years, there is a lack of an overall picture about how personality traits are related to L2 learning achievement. This study aims to conduct a systematic quantitative synthesis of the studies that examined the relationships between the Big Five personality traits and L2 learning achievement. A total of 137 correlation coefficients from 31 primary studies conducted in 24 countries, with a total cumulative sample size of 8853 and published between 1982 and 2020, were included in this synthesis. The findings showed that openness to experience (r = .
The Challenge How do graduates of elementary Dual Language Immersion (DLI) programs compare to non-DLI students in secondary school? The challenge is the scarcity of longitudinal research on DLI graduates. We followed 5th grade DLI students through 12th grade finding that they continue language study and that their achievement in English Language Arts and Mathematics is similar to non-DLI students.
This study involved the instruction of preservice secondary education students in decisionmaking skills to help them improve their instructional planning for handicapped learners.The first of two treatments was a discussion of adaptive techniques and the introduction of a case study activity requiring that students adapt their lesson plans to accommodate a particular handicapped child. The second treatment was a reaction by the course instructor to each student's adapted lesson plan which stated that the proposed modification did not work. Students were then asked to write a second adaptation. The instrument developed for this study yielded adaptation scores for the first treatment effect and flexibility scores for the second treatment effect.Results using a one-way repeated ANOVA found that the treatments promoted both adaptability and flexibility in instructional planning. This finding appeared to hold true whether or not subjects had taught before, had been exposed to handicapped children, or had had previous coursework in special education.
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