Subjektives Lernzeiterleben und kollektive Zeitpraktiken in der Erwachsenbildung: zur empirischen Rekonstruktion von Zeitmodalitäten in Lern- und Bildungsprozessen

Schwarz, Jörg; Hassinger, Hannah; Schmidt-Lauff, Sabine

doi:10.17169/fqs-21.2.3489

Cited by 4 publications

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“…The research design employed was correlational and explanatory, examining the relationships between enjoyment and oral proficiency using linear regression analysis. This approach follows a multimethodological design (Schwarz et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Enjoyment and oral English proficiency in future teachers

Guerra Ayala,

Reynosa Navarro,

Durand Gómez

et al. 2024

Front. Educ.

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This study analyzed the relationship between enjoyment and oral English proficiency in Peruvian future teachers. It previously validated a measurement instrument of enjoyment setting for future teachers who are learners of English as a Foreign Language (EFL) and then delved into understanding the role of enjoyment as a predictor of oral proficiency. The sample comprised 119 students from a State Higher School of Education in Peru, randomly selected from various careers and grouped according to English language competency levels ranging from A1 to B1+ based on a subscale inspired by the Common European Framework of Reference (CEFR). Students’ oral proficiency was evaluated using a rubric covering five aspects, and enjoyment was assessed through a nine-question questionnaire. The results initially demonstrated a significant positive relationship (r = 0.900, p < 0.001) between enjoyment and oral proficiency in EFL. Secondly, a linear regression model determined that enjoyment was a highly significant predictor (β = 0.957, p < 0.001) of oral proficiency. These findings support the importance of enjoyment in developing oral proficiency as a reliable tool to predict oral proficiency in EFL in the context of EFL teacher education. This study highlighted a significant influence of enjoyment on oral proficiency in learning EFL to prospective teachers. Results analysis underscored the importance of enjoyment as a significant predictor of oral proficiency, suggesting that promoting enjoyment in the learning and teaching process can be an effective strategy to foster significant development of oral skills in English. These findings have significant implications for teacher education, emphasizing the need to integrate activities and psycho-pedagogical approaches that promote enjoyment in the English classroom. Furthermore, the proposed model was validated as a reliable tool to assess teachers’ enjoyment of learning EFL. Understanding and nurturing enjoyment in learning English can significantly enhance the oral English proficiency of future teachers and, ultimately, contribute to a more robust command of the EFL.

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Section: Methodsmentioning

confidence: 99%

Enjoyment and oral English proficiency in future teachers

Guerra Ayala,

Reynosa Navarro,

Durand Gómez

et al. 2024

Front. Educ.

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“…The research design was multi-methodological (Schwarz et al, 2020) with a descriptive-correlative level design, "whose objective is to examine the relationships between two random variables in a population" (Lemboye, 2019), and with a quasi-experimental design in which a sample group participates was evaluated through a pre-test and post-test, whose objective was to examine causality in situations where control of the research environment is impossible (Ghorbanmovahhed et al, 2023). It also comprised theoretical methods for analyzing the proposal's information, sources, and modeling.…”

Section: Methodsmentioning

confidence: 99%

Pre-professional practice systematization and its relationship to research skills

Guerra Ayala,

Reynosa Navarro,

Durand Gómez

et al. 2023

Front. Educ.

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This article focuses on the examination of pre-professional practice systematization and proposes a theoretical-methodological model that draws from Oscar Jara’s framework and incorporates insights from neuroscience and critical complex thinking. The objective is to enhance the understanding and implementation of effective pre-professional practice. A sample of 1,150 students was selected from four universities and a pedagogical institute in Peru to investigate the systematization processes, efficiency levels, and research skill articulation of pre-professional practice. Among them, 289 students were chosen to participate in the application of the proposed model. Data collection was conducted using a virtual survey and questionnaire, employing descriptive-correlative and quasi-experimental designs. The study revealed a concerning level of inadequacy and limited research capacity in pre-professional practice systematization. The analysis also established a significant relationship between these variables and demonstrated the positive impact of the model’s application within an experimental group. Based on these findings, it is recommended that institutions allocate more resources and create additional opportunities for comprehensive systematization during pre-professional practice. This will facilitate the development of research skills among students and adequately prepare them for future research engagement. Overall, this study underscores the importance of an efficient systematization approach in pre-professional practice, highlighting the need for institutions to prioritize research skill cultivation in their educational programs.

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Zum Verhältnis von Zeit und Steuerung in Organisationen der Erwachsenenbildung aus systemtheoretischer Perspektive

Schwarz

2022

Theorie Und Empirie Lebenslangen Lernens

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Subjektives Lernzeiterleben und kollektive Zeitpraktiken in der Erwachsenbildung: zur empirischen Rekonstruktion von Zeitmodalitäten in Lern- und Bildungsprozessen

Cited by 4 publications

References 0 publications

Enjoyment and oral English proficiency in future teachers

Enjoyment and oral English proficiency in future teachers

Pre-professional practice systematization and its relationship to research skills

Zum Verhältnis von Zeit und Steuerung in Organisationen der Erwachsenenbildung aus systemtheoretischer Perspektive

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