Kategorie: Angewandte Pädagogik

Hochschule

Private Pädagogische Hochschule Wien/Krems

Sprache

Projektleitung gesamt

Resnik, Pia; Mag. Dr. MA

Projektleitung intern

Resnik, Pia; Mag. Dr. MA

Interne Projektmitarbeiter/innen

Externe Projektmitarbeiter/innen

Dewaele, Jean-Marc; / University of London, Department of Language, Cultures and Applied Linguistics, Birkbeck
Botes, Elouise; ​​Dr. / UNI Wien

Kooperationspartner

Laufzeit

2023 – 2026

Beschreibung

​​The study is being done as part of an investigation of foreign language acquisition in the Department of Language, Cultures, and Applied Linguistics, Birkbeck, University of London, the Department of English, University College of Teacher Education, Vienna/Krems, and the Department of Developmental and Educational Psychology, University of Vienna. The study has received ethical approval.

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​The study will examine the role of the impostor phenomenon in language learning. Its possible relationship with engagement, foreign language peace of mind, foreign language enjoyment and anxiety, as well as language learner history (self-rated proficiency, relative standing in the group of learners) will be assessed. This is a cross-sectional study with a single data-collection time point. Data will be collected via online questionnaires using Google Forms as a host.

Beschreibung (engl.)

URL

Bericht

Quelle

Hochschule

Private Pädagogische Hochschule Wien/Krems

Sprache

Projektleitung gesamt

Resnik, Pia; Mag. Dr. MA

Projektleitung intern

Resnik, Pia; Mag. Dr. MA

Interne Projektmitarbeiter/innen

Externe Projektmitarbeiter/innen

Dewaele, Jean-Marc;
Mercer, Sarah;
Moskowitz, Sharona;

Kooperationspartner

Laufzeit

2022 – 2025

Beschreibung

This study focuses on the relationship between learners’ wellbeing, their emotions and engagement in online EFL classes. With a web survey, data from approximately 400-500 Austrian EFL learners will be collected. The study is aimed at getting a deeper insight into the role of learners’ wellbeing in the EFL class and to what extent this is linked to their emotions and engagement. Ultimately, we aim to explore what can be done to maintain learners’ wellbeing in online classes and how teachers can keep them engaged.

Beschreibung (engl.)

URL

Bericht

Quelle

Hochschule

Private Pädagogische Hochschule Wien/Krems

Sprache

Projektleitung gesamt

Mercer, Sarah Jane; Univ.-Prof. PhD

Projektleitung intern

Resnik, Pia; Mag. Dr. MA

Interne Projektmitarbeiter/innen

Externe Projektmitarbeiter/innen

Kooperationspartner

Laufzeit

2022 – 2025

Beschreibung

With the introduction of positive psychology (PP) to second language acquisition (SLA) (see, e.g., MacIntyre and Gregersen 2012; MacIntyre and Mercer 2014; MacIntyre, Gregersen, and Mercer 2016), exploring the role of emotions in foreign language learning and teaching holistically has moved to the centre of attention in SLA research. This Special Issue seeks to address what learners and teachers can do to maintain and strengthen their wellbeing and how positive emotions can make learners thrive and flourish, foster progress and contribute to their building of positive resources. Likewise, suggestions for institutions and policy-driven actions will be included, too. While previous research in general education demonstrated the crucial role of attending to learners’ (e.g. Seligman et al. 2009) and teachers’ wellbeing (e.g. Klusmann et al. 2008; Kinman, Wray and Strange 2011) for the quality of teaching and learning, further research into EFL and ESL settings is much needed to provide wellbeing-supportive English language teaching based on empirical evidence.

Beschreibung (engl.)

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