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Direct linkPan Yin; Chao Huang; Xiaochun Yin; Fengwan Yang; Shi Qiu; Daixue Song – SAGE Open, 2024
Based on the theory of meaning construction, this research aims to examine the relationship between mindfulness-based instruction and job satisfaction among educators working in kindergarten settings. Specifically, this study will evaluate whether teachers' self-efficacy mediates this relationship and explore the potential moderating impact of…
Descriptors: Preschool Teachers, Kindergarten, Metacognition, Job Satisfaction
Shikun Li; Guofang Li – SAGE Open, 2024
As the primary and immediate learning context, schools are underrepresented in learner autonomy studies. Scholars' concerns over the intricate nature of schools lead to inadequate attention on the medium of learner autonomy development. To fill this research gap, a convergent mixed method design included a self-developed questionnaire, and four…
Descriptors: Personal Autonomy, English (Second Language), Second Language Learning, Majors (Students)
Fosua Gyasi, Juliana; Zheng, Lanqin – SAGE Open, 2023
Cross-cultural collaborative learning has been paid more and more attention in recent years. To promote productive cross-cultural collaborative learning, idea generation and improvement, and socially shared regulation is crucial. The study aimed to identify the differences in idea generation and improvement as well as socially shared regulation…
Descriptors: Graduate Students, Foreign Countries, Foreign Students, Electronic Learning
Tan Shaojie; Arshad Abd Samad; Lilliati Ismail – SAGE Open, 2024
The ability to understand listening is an essential skill for non-native speakers of English as a foreign language (EFL). Research has shown that several factors can influence EFL students' English listening comprehension, including the listening strategy they use during listening activities. This study, therefore, used the meta-cognitive…
Descriptors: Metacognition, Listening Comprehension, Learning Strategies, Second Language Instruction
Lijuan Han – SAGE Open, 2024
In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the…
Descriptors: Metacognition, Writing Instruction, Teaching Methods, English (Second Language)
Wang, Xue; Zhang, Wei – SAGE Open, 2022
Given the significance of cultivating students' autonomous learning ability, there is a need to develop an instructional model that can improve students' awareness and behavior of autonomous learning, as well as to explore the effectiveness and optimization of this model effectively. Taking college English course as a case study, this paper…
Descriptors: Second Language Learning, Second Language Instruction, Personal Autonomy, Case Studies
