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The Development Of A National Curriculum Guide For Persian: Themes, Genres, Standards-Based Goals, And Models, Nicole A. Mills
The Development Of A National Curriculum Guide For Persian: Themes, Genres, Standards-Based Goals, And Models, Nicole A. Mills
Nicole A Mills
Wang (2009) has challenged foreign language scholars to “engage in rigorous discussions to develop language-specific examples and performance indicators to guide program development and decision-making for less commonly taught language (LCTL) instructors” (p. 284). The 2011-2012 STARTALK programs in Persian aimed to encourage such rigorous discussion through the development of a National Curriculum Guide in Persian. Persian professionals explored current theories in second language acquisition, examined curricular resources and models, and shared successful teaching materials. This article describes the rationale, procedures, and outcomes of a series of faculty development events that aimed to create a model for curriculum development for …
Global Simulation And Writing Self-Beliefs Of College Intermediate French Students, Nicole A. Mills, Mélanie Péron
Global Simulation And Writing Self-Beliefs Of College Intermediate French Students, Nicole A. Mills, Mélanie Péron
Nicole A Mills
Global simulation is described as “simultaneously an approach, a set of classroom techniques, and the conceptual framework for a syllabus” (Levine, 2004, p. 27). Students create a fictive yet culturally grounded world, assume the role of a self-developed character, and collaborate with fellow community members (Magnin, 1997). Despite its numerous cited advantages, there are no known empirical studies evaluating the influence of global simulation on language learners. This study evaluated how global simulation influenced the development of intermediate-French students’ writing self-beliefs and text quality. Significant differences were found in Intermediate French students’ writing self-efficacy, writing self-concept, writing anxiety, and text …
Self-Efficacy Of College Intermediate French Students: Relation To Achievement And Motivation, Nicole A. Mills, Frank Pajares, Carol Herron
Self-Efficacy Of College Intermediate French Students: Relation To Achievement And Motivation, Nicole A. Mills, Frank Pajares, Carol Herron
Nicole A Mills
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N = 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves as capable of using effective metacognitive strategies to monitor their academic work time effectively were more apt to experience academic success in intermediate French. Female students reported greater self-efficacy for self-regulation, interest, value, and enjoyment in learning about both …
Teacher Self-Efficacy Of Graduate Teaching Assistants Of French, Nicole A. Mills, Heather Allen
Teacher Self-Efficacy Of Graduate Teaching Assistants Of French, Nicole A. Mills, Heather Allen
Nicole A Mills
Teacher efficacy is described as “the extent to which the teacher believes he or she has the capacity to affect student performance” (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977, p. 137). Studies of teacher efficacy have revealed its relation to teachers’ effort (Guskey, 1988; Stein & Wang, 1988), enthusiasm for teaching (Allinder, 1994), goals and persistence (Tschannen-Moran, Hoy, and Hoy, 1998), commitment to students and teaching (Coladarci, 1992; Evans & Tribble, 1986), and teacher effectiveness (Ashton & Webb, 1986; Moore & Esselman, 1992). Tschannen-Moran, Hoy, and Hoy (1998) introduced a new teacher efficacy model that reconciled the conceptions of teaching …
Cultural Learning Outcomes And Summer Study Abroad, Heather W. Allen, Veronica Dristas, Nicole A. Mills
Cultural Learning Outcomes And Summer Study Abroad, Heather W. Allen, Veronica Dristas, Nicole A. Mills
Nicole A Mills
This study investigated cultural learning by 194 high school students in summer study abroad programs. Quantitative analysis was used to determine if significant changes occurred in self reports of cultural, linguistic, and interpersonal challenges in the target culture; understanding of target-culture perspectives, practices, and products; and identification with native versus target culture after study abroad. Outcomes in each area were compared between homestay and non-homestay participants. This chapter was published in "Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts."
A Reevaluation Of The Role Of Anxiety: Self-Efficacy, Anxiety And Their Relation To Reading And Listening Proficiency, Nicole A. Mills, Frank Pajares, Carol Herron
A Reevaluation Of The Role Of Anxiety: Self-Efficacy, Anxiety And Their Relation To Reading And Listening Proficiency, Nicole A. Mills, Frank Pajares, Carol Herron
Nicole A Mills
Research findings from several academic domains have demonstrated that students’ judgments of their own academic capabilities, or self-efficacy beliefs, influence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura’s (1986) social cognitive theory, the purpose of this study was to examine the relationship between self-efficacy, anxiety, and French proficiency in reading and listening. Students’ reading self-efficacy in French was positively related to reading proficiency, whereas reading anxiety was not related. Listening self-efficacy was positively associated with listening proficiency only for …
Teacher Assisted Versus Individual Viewing Of Foreign Language Video: Relation To Comprehension, Self-Efficacy, And Engagement, Nicole A. Mills, Carol Herron, Steve Cole
Teacher Assisted Versus Individual Viewing Of Foreign Language Video: Relation To Comprehension, Self-Efficacy, And Engagement, Nicole A. Mills, Carol Herron, Steve Cole
Nicole A Mills
As teachers’ roles evolve in technology-enhanced language learning (TELL), choices of technological devices and instructional delivery and the degree of foreign language (FL) teacher facilitation within TELL activities are prominent. This investigation compared 53 beginning college French students’ comprehension of FL video in a teacher-assisted viewing classroom environment (TAV) and an independent computer-based setting (IV) to examine the benefits of teacher mediation on students’ comprehension of FL video and the relation to the types of questions asked, self-efficacy, and engagement. The results demonstrated that students performed equally well on comprehension measures in the TAV and IV conditions. With regard to …