Search

Self-efficacy is an essential source of motivation for learning. While considerable research has theorised and examined the how and why of self-efficacy in a single domain of study, longitudinal research has not yet tested how self-efficacy might generalise or transfer between subjects such as mathematics, native and foreign language studies. The current study examined academic self-efficacy (two measurements 10 months apart) in three subjects (mathematics, native language, and foreign language) across students' first year at junior high school. Two studies were conducted, each including three schools (study-A: n=480; study-B: n=398) to support a test and retest of self-efficacy differences and interrelationships across the year of study. Analyses of self-efficacy change presented a general pattern of significant, small declines in students' self-efficacy for all three subjects. Longitudinal latent analyses indicated a consistent moderate predictive effect from foreign language self-efficacy to native language self-efficacy. The pattern of declines, while consistent with research in Western contexts is a source of concern. The transfer of self-efficacy from foreign to native language learning has potential educational and broader psychological implications.

The role of the extended amygdala and amygdala in mediating emotion and inhibitory control in native language versus second language processing is currently not well understood. The current study examined activity in the extended amygdala and amygdala when twelve healthy young adults were exposed to emotional-linguistic stimuli in either their native language (i.e., Japanese) or in a second language (i.e., English) using a go/no-go task while undergoing fMRI scans. Data was bootstrapped using random resampling. A significant interaction was observed for the amygdala and extended amygdala activity for language (English vs. Japanese), emotional-linguistic valence (positive, negative, neutral) and inhibitory control (go/no-go condition). Furthermore, main effects were observed for language and valence for the amygdala and extended amygdala. Main effects were observed for inhibitory control for the extended amygdala and right amygdala but not for the left amygdala, which did not show a main effect for inhibitory control. Significant interactions and main effects were also observed for behavioral outcomes (go/no-go reaction time and accuracy scores) for the amygdala and extended amygdala. Post hoc analyses found that under conditions of inhibitory control participants had less activation in the extended amygdala and amygdala when processing emotional information in English (i.e., second language) compared to Japanese (i.e., native language). In summary, our findings suggest that the amygdala and extended amygdala may mediate emotion and inhibitory control when participants process information in their native (Japanese) versus a second language (English). [ABSTRACT FROM AUTHOR]

Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the relationship between phoneme-grapheme recognition skills and interaction with digital tests were investigated. We hypothesized a relationship between paper test performance and digital item performance. Participants were sixth-grade students from two public schools. The results of comparison tests indicated that the touch-interface test had lower success rates compared to the paper-based test for most items, suggesting a difference in performance patterns. A consistent relationship between phoneme-grapheme knowledge tested on paper and successful digital interaction was found. Findings highlight the potential of touch-interface assessments for assessing phoneme-grapheme recognition skills in primary school classrooms and suggest incorporating more digital tasks to enhance student adaptation. [ABSTRACT FROM AUTHOR]

Much of the research on assessing and comparing teacher education has focused on schools of education in westernized contexts. While teacher training programs in East Asia have received comparatively less attention than those in North America, Europe, and Australia, they may also offer practical insight through their similarities and differences. This study reports on an international quantitative comparison of undergraduate teacher education outcomes at individual Japanese and Taiwanese universities of education, viewed from both students' perspectives and outcomes on high-stakes qualification examinations. A sample of graduating students from one Japanese (n = 408) and one Taiwanese (n = 525) teacher training institution each completed surveys regarding the degree of preparation for teaching attributed to their undergraduate experience. Survey instruments were taken from previous research assessing teacher education programs. Exploratory and confirmatory factor analyses indicated good fit for a three-factor model in both contexts, with factors including preparation for understanding and interacting with students, preparation for designing curriculum and instruction, and preparation for assuming in-school responsibilities. Subsequent MANOVA and univariate analyses indicated that the Taiwanese teacher training cohort perceived themselves significantly more prepared for teaching than the sample from the Japanese institution. Likewise, a larger portion from the Taiwanese institution chose to enter the teaching profession. Implications for teacher education practice based on institution- and policy-level differences are discussed.

The use and appropriate amount of students' own language (OL) in foreign language classes remains a subject of debate. While exclusive new language (NL) use may not necessarily always benefit all learners, especially young language learners (YLLs), overuse of the students' OL may not provide the same range of communicative experiences as greater NL exposure. This article reports on measures by which teachers of elementary-age YLLs use the students' OL in a systematic fashion to create an optimally rich NL environment. Successful elementary teachers of English as a foreign language in Japan and of Japanese as a foreign language in the United States were selected and observed, and classroom OL use practices enabling clear and engaging use of the NL were documented. Teachers made extensive use of signals for the use of the students' OL within routines for classroom management to reduce student confusion. These findings are discussed with implications for teachers seeking to use the students' OL to facilitate the use of the NL in class.

In the 1998-99 academic year, the Department of Chemistry at the University of Manitoba reorganized its first-year course to include two types of sections: "regular sections" for students with high school chemistry grades above 70%, and "developmental sections" for students with grades between 50 and 70%. The regular sections had about 200 students with two or three lectures a week for 150 min and associated labs, and, in contrast, the developmental sections had between 60 and 100 students with five lectures a week for 250 min, weekly tests, and associated labs. By end of the 2006-07 academic year, 7890 students had completed the chemistry course, and 7045 (89%) of these students were included in this study: 5600 in regular sections and 1445 in developmental sections. We found that the students in the developmental sections did better than the students in the regular sections when a number of important variables were controlled. In addition, students' grades in high school chemistry and mathematics were strongly related to their grades in university chemistry, and their attendance in classes and labs, an indicator of their engagement, had strong effects on the developmental students' chemistry grades. (Contains 6 tables.)