Mixed Methodology

Mackey, Alison; Bryfonski, Lara

doi:10.1057/978-1-137-59900-1_5

Cited by 25 publications

(17 citation statements)

References 15 publications

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“…The objective of the independent-samples t -test is to “test whether the means of two groups differ significantly on a dependent variable of interest” (Yockey, 2017, p. 71). Both the qualitative and quantitative data were converged to gain a more comprehensive understanding of the research questions (Mackey & Bryfonski, 2018).…”

Section: Discussionmentioning

confidence: 99%

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

et al. 2023

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Dual enrollment policies and programs, where students earn both high school and college credits, have been scaled up across the United States in the last two decades. In this mixed methods study, we survey high school principals in Ohio and Texas, two states with robust dual enrollment policies. The study addressed one broad research question: What are principals’ perceptions of dual enrollment access, participation, and governance? Findings revealed three main themes: (1) economic/credential student motivations for dual enrollment; (2) mixed views about rigor; (3) issues surrounding the loss of principal autonomy.

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Section: Discussionmentioning

confidence: 99%

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

et al. 2023

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“…Consequently, future studies could explore the interaction effect of these different variables on L2 achievement to depict a clearer picture of online learning, or explore from the perspective of positive psychology, whose significance for foreign language learning has been widely documented (e.g., Mercer and MacIntyre, 2014 ; Dewaele et al, 2019 ; Wang, 2021 ; Wang et al, 2021b ; Baatouche et al, 2022 ). To triangulate the results in the future, it is suggested that a mixed method of research that includes both quantitative and qualitative data such as interviews or open-ended comments be used (Riazi and Candlin, 2014 ; Mackey and Bryfonski, 2018 ).…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language

Zhang

Sukjairungwattana

et al. 2022

Front. Psychol.

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The impact of motivation, anxiety and learning strategies on the achievement of foreign language proficiency has been widely acknowledged in the context of traditional offline classroom settings. However, this issue has not been extensively documented in relation to online learning, which has become the predominant form of language learning during the period of the COVID-19 pandemic. The current study was conducted to investigate the relative prediction of motivation, anxiety and learning strategies for second language achievement among 90 Thai adult learners of Chinese as a foreign language (CFL) who took online Chinese courses. The participants completed a questionnaire dealing with motivation, anxiety, learning strategies, and their Chinese proficiency was measured by self-report and a Chinese vocabulary size test. A series of hierarchical regression analyses revealed two major findings. First, anxiety emerged as the most stable factor for the participants' CFL achievement, followed by learning strategies and motivation. Second, motivation, anxiety and learning strategies only significantly predicted the participants' self-rated Chinese language proficiency, but not their performance on the Chinese vocabulary size test. The overall results indicate the relative importance of motivation, anxiety and learning strategies to Chinese language learning in the online environment and suggest different measures of CFL achievement may lead to different research findings. The general findings were of theoretical and pedagogical significance for understanding and addressing individual differences factors in online language learning.

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“…We implemented a mixed-method study [73] by combining methods that complement one another and shed light on important questions in our research [74][75][76][77][78][79]. We had a multimodal perspective for the analysis of our data (questionnaires, interviews, observations and field notes) [80][81][82][83].…”

Section: Materials and Proceduresmentioning

confidence: 99%

Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

Karpava¹

2022

Heritage - New Paradigm

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There are both culturalist and structuralist approaches to the integration of the second-generation immigrants into mainstream society. These approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions. Individual identity is related to the sense of belonging, integration and engagement in the current space. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life trajectory of a migrant and connected to citizenship and solidarity. This study investigated heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (e.g. questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have a hybrid language and cultural identity, as well as multifarious perceptions regarding citizenship, inclusion and belonging. These immigrants try to assimilate to the target society, but at the same time they have a strong link with the community of residence, their L1 country and their heritage or home language. The participants also use mixed/multiple languages at home and elsewhere.

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Mixed Methodology

Cited by 25 publications

References 15 publications

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language

Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

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