Despite the accumulating body of research on teacher cognition and teacher learning in the field of second language (L2) teacher education over the past 2 decades, few studies have followed novice L2
Research gap analysis derived from 4 education papers in our local library.
The gap
Despite the accumulating body of research on teacher cognition and teacher learning in the field of second language (L2) teacher education over the past 2 decades, few studies have followed novice L2 teachers’ development over time, and sti
Consensus across the literature
Clustered from 4 gap mentions across 4 papers via embedding cosine ≥ 0.62.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 4 representative gaps
- Learning to Become a Second Language Teacher: Identities-in-Practice (2011) · doi
Despite the accumulating body of research on teacher cognition and teacher learning in the field of second language (L2) teacher education over the past 2 decades, few studies have followed novice L2 teachers’ development over time, and still fewer have focused specifically on teacher identity development.
Keywords: teacher development despite accumulating body cognition learning field second language education past decades followed novice - ‘I realised I only knew the word partly’: student beliefs about vocabulary knowledge and learning in different grades and proficiency levels (2022) · doi
Despite the general consensus that beliefs influence learners’ behaviour, limited research effort has been devoted to the exploration of English as a second language (ESL) learners’ beliefs about vocabulary knowledge and learning in the secondary education context and how their beliefs are affected by such factors as grades and proficiency levels.
Keywords: beliefs learners despite general consensus influence behaviour limited effort devoted exploration english second language vocabulary - Why Is the Grammar-translation Method Still Alive in the Arab World? Teachers’ Beliefs and Its implications for EFL Teacher Education (2013) · doi
Whilst the bulk of research has dealt with second language learner teachers' beliefs, few studies have been conducted on how and why tenured EFL teachers activate their beliefs within a context of strictly controlled curriculum and imposed language teacher education programmes and what influence this may have on their teaching practice.
Keywords: language teachers beliefs whilst bulk dealt second learner conducted tenured activate within context strictly controlled - The Impact of Students’ Beliefs about English Language Learning on Out-of-Class Learning (2019) · doi
Although learner beliefs are considered as one of the most influential factors in utilising language strategies, and (de)activating motivation as well as autonomy, the clear relationships between learner beliefs and engagement in learning has rarely been investigated or indicated (Ellis & Shintani, 2014).
Keywords: learner beliefs considered influential factors utilising language strategies activating motivation well autonomy clear relationships engagement
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