Study abroad marketing and L2 self-efficacy beliefs

Güvendi̇r, Emre; Acar-Güvendir, Meltem; Dündar, Sinem

doi:10.5040/9781350104228.ch-003

Cited by 2 publications

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Section: Language Learning and Learnersmentioning

confidence: 99%

“…Student self-efficacy was a common topic of research outside of its possible connection with anxiety (Aydoğan, 2017; Dişlen Dağgöl, 2019; Güvendir et al, 2020). Güvendir et al (2020), for example, developed a scale for measuring projected self-efficacy beliefs specifically in relation to students’ expectations about study abroad. Acknowledging the problems many Turkish university students experience in English communication, Dişlen Dağgöl (2019) explored their possible roots by looking at the relationship between self-efficacy, learning climate, and attribution of success or failure in learning English among high school students.…”

Section: Language Learning and Learnersmentioning

confidence: 99%

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Applied linguistics and language education research in Turkey: 2016–2022

Hart

Aydınlı²

2023

Lang. Teach.

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This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016–2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydınlı & Ortaçtepe, 2018) in terms of trends and practices that indicate a vibrant research scene and a community of practice in Turkey within language education and applied linguistics research. While certain research areas such as instructional technologies remain widely popular among Turkey-based scholars, there has been growing interest in multiculturalism, social justice language education, critical pedagogy, and culturally responsive teaching. It was also clear in our analysis that the demands by the Higher Education Council for academic promotion exacerbated some of the already-existing challenges also noted in the previous reviews. Some of the concerns include pre- and post-test study designs that focus on practical concerns and outcomes rather than on processes that would lead to conceptual or theoretical development; and lack of engagement with broader (inter)disciplinary debates. We hope that this review will help establish conversations among fellow scholars in terms of future directions that applied linguistics and language education research in Turkey can take in order to contribute to the larger discussions in the field.

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Section: Language Learning and Learnersmentioning

confidence: 99%

Section: Language Learning and Learnersmentioning

confidence: 99%

Applied linguistics and language education research in Turkey: 2016–2022

Hart

Aydınlı²

2023

Lang. Teach.

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Külföldi tanulmányutak és egyéni különbségek

Albert

Spissich

Csizér

2022

mped

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Individual differences have long been considered and researched as an important area of applied linguistics, as research findings show clear differences between language learners both in the rate of foreign language learning and in their ultimate success (Dörnyei & Ryan, 2015). Although studies tend to focus on classroom learning mainly, there is a growing demand that the research repertoire should be extended to include context-sensitive studies, as the role and impact of individual differences on learning processes may vary depending on the language learning environment. Such a learning context is the study abroad context, where the importance of individual differences is undeniable: they can play a role in students’ initial decision making (Ożańska-Ponikwia & Carlet, 2020; Stroud, 2010), they can potentially shape learning processes during and after study abroad, and their impact can extend to both linguistic and non-linguistic outcomes. It has often been argued that the modernization efforts in language teaching in Hungary in recent decades have not fully achieved their goals (Öveges & Csizér, 2018), and many problems remain in relation to foreign language learning. Among the solutions proposed was the possibility for secondary school students to participate in short international study trips, which, although has not been realized on a large scale yet due to the epidemic situation, is already available to a limited number of students in several secondary schools through Erasmus programs. However, we have very little knowledge about the effects of these trips, either linguistic or non-linguistic. Therefore, the aim of our article is to review the studies in the international literature that have explored the relationship between study abroad experiences and individual differences and, based on this, to identify areas of research that could provide important findings for language teachers, language teacher educators, and policy makers in Hungary.

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Study abroad marketing and L2 self-efficacy beliefs

Cited by 2 publications

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Applied linguistics and language education research in Turkey: 2016–2022

Applied linguistics and language education research in Turkey: 2016–2022

Külföldi tanulmányutak és egyéni különbségek

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