Observed Classroom Management Variables Influencing Pupils\u27 Task Engagement in Elementary English Activities

With the introduction of foreign language activities (FLA) in 2011, many elementary teachers have expressed concern with their ability to engage students in classes. This study aimed to document concrete methods which current teachers use to improve students’ observable levels of motivation and engagement in foreign language classes. Using a mixed methods approach to document noticeable qualitative differences along with independent quantitative ratings, this study looked at 23 different 5th and 6th grade classes using the new curriculum. An exploratory factorial-design ANOVA found significant differences between individual classes, as well as classes grouped according to the level of involvement of Japanese homeroom teachers (HRTs), native English speaking teachers (NESTs), and the effective monitoring of classroom seating procedures. Preliminary conclusions indicate that greater involvement by HRT, more interactive relationships with assistant language teachers (ALTs), and clear procedures to monitor student behavior have a strong role in promoting students’ behavioral engagement

One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school

The powerful role of self-efficacy within human development broadly, and in education specifically, is widely acknowledged. Less is understood about how self-efficacy might transfer between domains of varying conceptual distance. The current study examines academic self-efficacy in three domains (mathematics, Japanese and foreign language) across students’ first year at junior high school. Two studies were conducted each including three school (study-A: n=480; study-B: n=398) to support a test and retest of the differences and inter-relationships across this critical period of adjustment. Difference testing presented a general pattern of significant small declines in students’ self-efficacy for all three subjects. Longitudinal latent analyses indicated a consistent moderate 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 educational and broad theoretical implications.

W. L. Quint Oga-Baldwin's Quick Files

The Quick Files feature was discontinued and it’s files were migrated into this Project on March 11, 2022. The file URL’s will still resolve properly, and the Quick Files logs are available in the Project’s Recent Activity