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4 results on '"Informal learning context"'

1. Exploring English Learners’ Experiences of Using Mobile Language Learning Applications

Author

Berita Mambarasi Nehe, Eka Nurul Mualimah, Weny Widyawati Bastaman, Ira Arini, and Sri Purwantiningsih

Subjects
English Learning, Informal Learning Context, Mobile Language Learning Applications, Self-Learning, Education (General), L7-991, Theory and practice of education, LB5-3640
Abstract

Mobile language learning applications provide the potential to transform the way language is learned and it has been used for various purposes including language learning improvement. This investigation will contribute to which applications can support and be appropriate for students in learning English and explore more students’ experiences in using them. This research aimed to explore English learners’ experience of using Mobile Language Learning Applications in an informal learning context. This research employed a descriptive qualitative design with 25 college students. They share their experiences of using Mobile Language Learning Applications to learn English outside the classroom. The instrument used was an interview. The finding of this research showed all the participants confirm that they use mobile language learning to support their learning in English outside the classroom well which involves easy access to the materials, flexible place and time, and sophisticated features of the applications make students explore more and more learning English on the applications and they feel enjoy and fun regulate their learning pattern whenever and where ever, they find progress in learning English after they explore the apps, and students feel free to self-learning with their mobile device. It can be concluded that using Mobile Language Learning Applications outside the classroom allows learners to practice all the areas of English and these applications really supported learners’ experience to learn English based on their needs and self-learning.

Published
2023
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2. The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs.

Author

Hoffman, Adam J., McGuire, Luke, Rutland, Adam, Hartstone-Rose, Adam, Irvin, Matthew J., Winterbottom, Mark, Balkwill, Frances, Fields, Grace E., and Mulvey, Kelly Lynn

Subjects
*SOCIAL skills in adolescence, *STEM education, *SOCIAL belonging, *ETHNIC groups, *MATHEMATICS, *MOTIVATION (Psychology), *SELF-efficacy, *SOCIAL integration
Abstract

Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (Mage = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest. [ABSTRACT FROM AUTHOR]

Published
2021
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3. The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs

Author

Frances R. Balkwill, Grace E. Fields, Kelly Lynn Mulvey, Matthew J. Irvin, Luke McGuire, Mark Winterbottom, Adam Rutland, Adam Hartstone-Rose, Adam J. Hoffman, Hoffman, Adam J [0000-0001-5508-3905], Apollo - University of Cambridge Repository, and Hoffman, Adam J. [0000-0001-5508-3905]

Subjects
Belonging, Social Psychology, Adolescent, common, media_common.quotation_subject, Empirical Research, Education, Developmental psychology, Social competencies, Social Skills, Informal learning context, Empirical research, Asian americans, FOS: Mathematics, Developmental and Educational Psychology, Math and science efficacy, Ethnicity, Humans, 0501 psychology and cognitive sciences, media_common, Motivation, 05 social sciences, common.demographic_type, 050301 education, Informal learning, Black British, United Kingdom, United States, Legal psychology, Health psychology, Feeling, Female, Math and science interest, Psychology, 0503 education, Social Sciences (miscellaneous), Mathematics, 050104 developmental & child psychology, White British
Abstract

Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (Mage = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.

Published
2021

4. Motivación de estudiantes universitarios hacia el aprendizaje de L2 en dos escenarios: formal e informal

Author

Pereira, Silvia and Cassart Yris

Subjects
Consejo de Desarrollo Científico Humanístico y Tecnológico (CDCHT), Revistas, Foreign language teaching/learning, Instrumental motivation, Enseñanza/aprendizaje de lenguas extranjeras, Asociación Venezolana de Lenguaje Integral (AVELI), Artículos [Revista Entre Lenguas], Motivación instrumental, Motivación integradora, Informal learning context, Formal learning context, Revista Entre Lenguas, Artes y Humanidades, Contexto formal de aprendizaje, Integrative motivation, Centro de Investigaciones en Lenguas Extranjeras (CILE), Facultad de Humanidades y Educación, Contexto informal de aprendizaje
Abstract

Dado el papel preponderante que desempeña la motivación en el aprendizaje de lenguas extranjeras (L2), resulta pertinente indagar las razones que motivan a los alumnos a estudiarlas. En la presente investigación se compara la opinión de estudiantes universitarios sobre las causas que los motivan a estudiar una L2 en dos contextos de aprendizaje diferentes. Los estudiantes consultados cursaban asignaturas ofrecidas por el Departamento de Idiomas de la USB. Los datos se recolectaron a través de cuestionarios abiertos. Las respuestas se agruparon en categorías de acuerdo al tipo de motivación: instrumental e integradora (Gardner y Lambert, 1972). Seguidamente se calcularon los porcentajes correspondientes a cada categoría. Los resultados parecen indicar que en los contextos formales de aprendizaje de lenguas extranjeras, suele predominar la motivación instrumental. Sin embargo, se observa una tendencia hacia la motivación integradora cuando se trata de una situación de aprendizaje informal. Las implicaciones pedagógicas que se desprenden de este estudio se orientan hacia la planificación de actividades que fomenten el desarrollo de la motivación integradora a partir de la motivación instrumental inicial a través de la implementación de ambientes informales para el aprendizaje de una L2. Given the crucial role played by motivation in second language (L2) learning, it is relevant to investigate the reasons that motivate students to study a foreign language. In this research study, the opinions of university students about their reasons to study an L2 in two different learning contexts were compared. The students who participated in the study were taking courses at the Language Department of the USB. Data were collected through open questionnaires. Answers were grouped together in categories according to type of motivation: instrumental or integrative (Gardner & Lambert, 1972). The percentages for each category were calculated. Our results seem to indicate that in formal foreign language learning contexts instrumental motivation seems to predominate. However, a tendency towards integrative motivation is observed for informal learning situations. The pedagogical implications of these results suggest the need to plan activities that promote the development of integrative motivation out of initial instrumental purposes. This may be achieved by implementing informal environments for L2 learning. 63-76

Published
2009

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