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Research trajectories on the interplay of L2 teachers’ language aptitude and their students’ L2 learning development
No full textThe extent and pace at which an individual acquires an L2 in an instructional setting depends on multiple individual difference variables and environmental factors. Language aptitude (LA) is considered a key component of L2 learning success (Stansfield & Winke, 2008), correlating with general L2 proficiency at around .50 and explaining roughly 25% of the variance (Berthele & Udry, 2021; Li, 2016, 2019). While traditionally conceptualised as a stable ability (Carroll, 1993; Skehan, 1998), recent research has shown that LA may develop with increasing experience (Eisenstein, 1980; Grigorenko et al., 2000; McLaughlin, 1990; Sáfár & Kormos, 2008). Teachers’ dispositions are equally crucial for L2 learning (Hattie, 2023; Seidel, 2014). Good teachers can significantly impact their students’ learning progress (Rivkin et al., 2005), and meta-analytic results show that teachers are an important source of variance in their learners’ development (Hattie, 2009). In the L2 classroom, teachers’ language competences (TLC, cf. Rütti-Joy, 2022) are an important predictor for their students’ L2 attainment (Burke, 2015; Elder & Kim, 2014; Kuster et al., 2014; Rütti-Joy, 2022). Further critical elements include teachers’ professional knowledge (Shulman, 1986, 1987), pedagogical beliefs, values and thinking (Öztürk & Yıldırım, 2015; Richards, 2010), and teachers’ prior language learning experience (Borg, 2006). From the perspectives of socio-constructivist learning theory, lifelong learning (cf. Billett, 2018; Poquet & de Laat, 2021) and continuous professional development (Billett, 2018; Kuster et al., 2014), L2 teachers remain L2 learners who continuously develop their L2 abilities, learning capabilities, and teaching competences. Based on the premises that 1) prior L2 learning experience can influence 1a) LA scores, 1b) TLC, and 1c) L2 teaching effectiveness, and that 2) TLC can influence 2a) L2 teaching effectiveness, the question arises in what ways these variables interconnect, and whether teachers’ LA scores correlate with their learners’ L2 development. This poster presentation outlines a correlational study that seeks to investigate the following research questions:
RQ1: What correlations can be identified between L2 teachers’ LA scores, TLC, and their learners’ L2 development?
RQ2: To what extent is the LA construct measured on the sample malleable?
RQ3: To what extent does teaching quality mediate L2 teachers’ and their learners’ LA and L2 proficiency over the course of one academic year?
Adolescent upper secondary school students and their respective teachers (adult “learners”) constitute the sample for this study. Teachers’ and learners LA’ scores and L2 proficiency and TLC, respectively, are to be measured at the beginning (t1) and at the end of the school year (t2). In addition, a student questionnaire on teaching quality (Fauth et al., 2019) and a teacher questionnaire on applied teaching materials and methods are to be administered at t2 to control for some of the potential moderating variables. Correlational analyses are to be conducted post data collection. This poster outlines the state of the current research on the present research desideratum and deducts the rationale and study design of the envisaged study.Publishe
Digitalisierungsbezogene Unterrichtsplanungskompetenz an beruflichen Schulen in Deutschland und der Schweiz
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Wirksame Lehrtätigkeit durch professionelle Lernkerne? Herausforderungen und Weiterentwicklungslinien in der Lehrpersonenbildung
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Sustained Shared Thinking mit mehreren Kindern in Alltagssituationen
No full textInterreg EuropePublishe
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
No full textEmpirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher behavior. Therefore, this study (N = 27 teachers and 613 students) aimed to test whether FA has a positive effect on intrinsic motivation mediated by students’ perceived competence support (PCS). In a three-group design, two versions of FA were compared with a control group. In both versions of FA, teachers used a tool for learning progress assessment (LPA), while in one version, teachers received a combination of LPA and additional support consisting of materials for feedback and adaptive instruction (LPA+). A path model for half-longitudinal designs was estimated. Results support the motivational effect of FA. LPA and LPA+ both positively influence students’ PCS which is in turn associated with higher intrinsic motivation. A small indirect effect on intrinsic motivation mediated by PCS was shown for both intervention groups, which was only significant for LPA. For LPA+, higher-performing students particularly benefitted from the intervention. Teachers’ use of FA practices can foster students’ PCS which seems to be a promising way in motivation-enhancing teaching.Publishe
Combining instructional design principles enhances learning with immersive virtual reality
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Lernsituationen in inklusiven Settings mittels Videoclub länderübergreifend entwickeln und gestalten.
No full textInternationale Bodensee-HochschulePublishe
