Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

Extremera, Antonio Baena; Gallegos, Antonio Granero; Baños, Raúl; Ortiz-Camacho, María del Mar

doi:10.3390/su10103613

Cited by 12 publications

(12 citation statements)

References 47 publications

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“…From their perceptions of supportive feedback, we can deduce that there is an interplay between the supportive feedback processes and the relationships between the peer internal correlations found between the categories. Supportive peer feedback encourages collective interaction to not only develop collaborative activities, but also the instructional/engaging tasks used for involving the pre-service teachers in higher-order processes; as in the case of supportive peer feedback [2,14,20,53]. Opportunities for dialog and making evaluative judgments represent examples of literacy feedback that can strengthen the social-relationship aspect of peer interaction and reduce the power differentials and negative emotional reactions that can arise in a more directed teacher-student feedback process [2,54].…”

Section: Discussionmentioning

confidence: 99%

“…Third, specific disciplines, curricula, and contextual assessment tasks are designed to facilitate student engagement in developing complex tasks, and to generate continuous critical feedback derived from multiple assignments. By fostering feedback, students become competent in decision-making and initiative skills that will later promote autonomy and criticism [12][13][14]. However, students must also be aware of the value feedback has and understand the importance of their own active role (as a provider or receiver) in its processes [2].…”

Section: Introductionmentioning

confidence: 99%

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Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

et al. 2019

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To acquire knowledge about student-mediated peer-to-peer collaborative activities, pre-service teachers’ perceptions of peer feedback are analyzed and categorized as receiver, provider, or cognitive feedback. A questionnaire of 15 survey questions concerning supportive feedback from peers was designed and validated using assessments from more than 200 pre-service teachers. The questionnaire was aligned with the activities promoting supportive feedback between pre-service teachers from three bachelor’s degrees at a tertiary education institution. Their perceptions were then quantified in terms of the peer feedback categories. While there were significant correlations between the scores for all 15 questions, real insights were produced when the highest correlations were analyzed. As such, being involved as both feedback providers and receivers was highly rated. The self-efficacy of pre-service teachers receiving feedback, (i.e., the extent to which peer instructional strategies and the selected learning tasks were cognitively challenging so as to improve receiver feedback), proved to be correlated with their perceptions of involvement, autonomy, and structure. Likewise, motivation for providing or receiving feedback was also closely correlated with the self-efficacy of pre-service teachers providing feedback. Finally, all three questions in the cognitive feedback category were highly correlated. The pre-service teachers were, thus, motivated to improve their learning and considered feedback as a useful task and as a way to strengthen their relationships with their peers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

et al. 2019

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“…Future research is recommended to capture such motivation alongside the motivation in learning English in EMI classrooms (e.g., [45]) and over a longer period of time (e.g., [42]), and the association between motivational and learning outcomes. We also recommend future research to explore approaches in EMI that promote students' intrinsic learning motivation, which has been consistently found to positively correlate with academic achievement and life-long learning [69,70]. Such information will contribute to the knowledge base and shed light on the design and implementation of EMI courses.…”

Section: Emi Vs Cmi: Motivational Outcomementioning

confidence: 90%

English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison

et al. 2018

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Through a quasi-experimental approach, we compared Chinese college students’ learning motivation, content knowledge, English language proficiency, and instructor’s pedagogical practices between an English-medium instruction (EMI) and the parallel Chinese-medium instruction (CMI) course in a non-traditional discipline. Results indicated that EMI was more effective, as compared to CMI, in motivating students’ learning of the focal subject. More specifically, EMI students held a stronger external goal orientation than did their CMI peers. Further, EMI and CMI students performed on par in their final exam in the subject and English after one semester of participation, controlling for their prior performance. The finding suggested that EMI did not carry a detrimental effect on Chinese college students’ content area learning. Finally, observation revealed a significantly higher percentage of English language instruction focused on higher-order dense cognitive area in the EMI classroom where students were more engaged in their learning. Implications for policy and research were discussed regarding this educational approach for sustained and optimized student learning.

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“…In this study, the internal consistency of scale was high. Other studies have shown high levels of internal consistency (Baena-Extremera et al, 2012;Baena-Extremera et al, 2015;Baena-Extremera et al, 2018;Castillo et al, 2001;Duda and Nicholls, 1992 Correlations´ results have showed regarding boredom (items 2, 3 and 4) Cronbach's alpha, α=,71, which indicates the robustness and reliability of the instrument. In this research, it is noted that if item 2 is deleted the Cronbach index in boredom will increase from ,71 to ,886.…”

Section: Samplementioning

confidence: 87%

“…On the one hand, the results show higher satisfaction in 5 th grade. On the other As regard the instrument, it is a valid questionnaire since it has been shown to be a consistent instrument in different contexts (Baena-Extremera & Granero-Gallegos, 2015;Baena-Extremera, Granero-Gallegos, Baños, & Ortíz-Camacho, 2018;Baena-Extremera et al, 2012). Castillo et al (2001) have piloted a study using the test ISC (Intrinsic Satisfaction Scale) from11 to 16 years old and the fun and boredom factors had a negative correlation.…”

Section: Discussionmentioning

confidence: 99%

Satisfaction study in Bilingual Physical Education after applying a schedule based on content and language integrated learning

García-Calvo¹,

Banegas²,

Salaberri³

2019

Sportis Sci J

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The work has a dual purpose (1) to know satisfaction in BPE-CLIL (Bilingual Physical Education in Content and Language Integrated Learning) and (2) to know if students’ satisfaction can be conditioned by gender and/or age. A non-linguistic discipline as Bilingual Physical Education assumes that it is necessary to take into account objectives of two types (contents and linguistic) and students’ satisfaction has a fundamental role. A quantitative analysis is done using a Sport Satisfaction Instrument (SSI) to collect data from Primary Education learners under a CLIL methodology. The questionnaire has been validated for bilingual Physical Education in Spain and it was applied to 350 students (5th and 6th grades of Primary Education) belonging to bilingual schools in the autonomous community of Castilla-La Mancha. It is a strong and reliable instrument since the internal consistency has indicated a high Cronbach's alpha regarding fun and boredom. Satisfaction indexes have been different regarding age and not regarding gender in Bilingual Physical Education in Primary Education.

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Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

Cited by 12 publications

References 47 publications

Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison

Satisfaction study in Bilingual Physical Education after applying a schedule based on content and language integrated learning

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