دورية أكاديمية
Relationships of Language Learning Variables in the Acquisition of Third Languages in a Multilingual Context
| العنوان: | Relationships of Language Learning Variables in the Acquisition of Third Languages in a Multilingual Context |
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| اللغة: | English |
| المؤلفون: | Wilang, Jeffrey Dawala, Duy, Thanh Vo |
| المصدر: | International Journal of Evaluation and Research in Education. Dec 2021 10(4):1117-1124. |
| الإتاحة: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Multilingualism, Second Language Learning, Second Language Instruction, Universities, Chinese, Vietnamese, Korean, Student Attitudes, Vocabulary Development, Learning Strategies, Correlation, Metacognition, Learning Experience, Language Proficiency, Anxiety, Communication (Thought Transfer), Teaching Methods, Learning Processes, Foreign Countries, Likert Scales, Measures (Individuals), College Students |
| مصطلحات جغرافية: | Thailand (Bangkok) |
| Assessment and Survey Identifiers: | Foreign Language Classroom Anxiety Scale |
| تدمد: | 2252-8822 |
| مستخلص: | This paper reinforces the importance of third language acquisition research in a multilingual context focusing on language experience, vocabulary learning strategies, emotional self-regulation strategies, and language anxiety. This study explored three languages: Chinese, Korean, and Vietnamese, to know if there are significant relationships between the above variables in third language acquisition. Three specific sets of survey questionnaires were distributed to various students enrolled in foreign language courses offered in a language department in a university. To focus on the relationships of language learning variables of a foreign language, correlational design was used to analyze the survey questionnaires' responses for each language course. Among students who were enrolled in Chinese, significant relationships were established between language anxiety and language experience, language anxiety, and emotional self-regulation strategies. Significant associations were found between emotional self-regulation strategies and language experience, emotional self-regulation strategies, and vocabulary strategies, and language performance and language experience for those students enrolled in the Korean language. In learning Vietnamese, significant relationships were found between language anxiety and vocabulary strategies, language performance, and language anxiety. Teachers may need to re-evaluate prepared teaching and learning materials, for example, material difficulty, to help students alleviate anxiety in learning. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1328116 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2252-8822 |
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