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1
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The Role of Social Support Systems in Adolescent Foreign Language Learning

100%
Piechurska-Kuciel E.
Theory and Practice of Second Language Acquisition
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2017
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vol. 3
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issue 2
EN
Ewa Piechurska-KucielInstitute of EnglishOpole University Abstract In adolescents the main groups of social support are their family, peers and teachers with whom they interact most frequently. They play a buffering role between stress and psychological well-being by helping to cope with adverse challenges, and by providing social integration. Consequently, it is believed that in the situation of stress caused by the necessity to learn a foreign language (FL) as a compulsory subject, social support can be viewed as an important factor that may positively influence learners’ academic achievement, exposing the role of the perceived availability of significant others’ help in achieving FL success. To date, in spite of the call for research on the general functioning of the language learner as a member of the society, the study on the role of social support in the process of foreign language learning is still scarce. The existing research has tough proved that perceived social support significantly predicts resilience in foreign language learning. The feelings of closeness and support the learners receive from the support network protect them from stressors, and they validate the feelings of self-esteem, competence, and personal control in the face of stressful situations. The three main support groups (parents, teachers and peers) help learners develop their social competence, problem-solving skills, autonomy, and sense of purpose. Keywords: social support, parental support, teacher support, peer support
2
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Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese

100%
Jin Y., de Bot K., Keijzer M.
Studies in Second Language Learning and Teaching
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2017
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vol. 7
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issue 1
105-125
EN
The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
3
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Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese

100%
Jin Y., de Bot K., Keijzer M.
Studies in Second Language Learning and Teaching
|
2017
|
vol. 7
|
issue 1
105-125
EN
The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
4
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Perceived teacher support and language anxiety in Polish secondary school EFL learners

88%
Piechurska-Kuciel E.
Studies in Second Language Learning and Teaching
|
2011
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vol. 1
|
issue 1
83-100
EN
The teacher’s role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students’ academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety). The main aim of this research is to investigate the relationship between teacher support and language anxiety levels. It is speculated that teacher support functions as a buffer from the effects of negative emotions, such as language anxiety experienced in the foreign language learning process. The participants of the study were 621 secondary grammar school students whose responses to a questionnaire were the main data source. The results of the study demonstrate that students with higher levels of teacher support experience lower language anxiety levels in comparison to their peers with lower levels of teacher support. Students who have a feeling that they can count on the instructor’s help, advice, assistance, or backing manage the learning process more successfully. They evaluate their language abilities highly and receive better final grades. Nevertheless, gender and residential location do not moderate teacher support and language anxiety due to the specificity of the sample consisting of novice secondary grammar school students.
5
Publication available in full text mode
Content available

Perceived teacher support and language anxiety in Polish secondary school EFL learners

88%
Piechurska-Kuciel E.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 1
83-100
EN
The teacher’s role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students’ academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety). The main aim of this research is to investigate the relationship between teacher support and language anxiety levels. It is speculated that teacher support functions as a buffer from the effects of negative emotions, such as language anxiety experienced in the foreign language learning process. The participants of the study were 621 secondary grammar school students whose responses to a questionnaire were the main data source. The results of the study demonstrate that students with higher levels of teacher support experience lower language anxiety levels in comparison to their peers with lower levels of teacher support. Students who have a feeling that they can count on the instructor’s help, advice, assistance, or backing manage the learning process more successfully. They evaluate their language abilities highly and receive better final grades. Nevertheless, gender and residential location do not moderate teacher support and language anxiety due to the specificity of the sample consisting of novice secondary grammar school students.
6
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The Importance of Teacher Support and Equity in Student Engagement and Achievement in Low SES School Contexts

88%
Cesnaviciene J., Buksnyte-Marmiene L., Brandisauskiene A.
The New Educational Review
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2022
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vol. 69
157-169
EN
Low socioeconomic status (SES) is often seen as a risk factor for lower academic achievement, so this study explains how teacher support and equity are related to higher student engagement and achievement in low SES school contexts. Based on the results, student behavioural engagement is related to their achievement. The results of the multiple regression analysis show that teacher support and equity predict student emotional engagement statistically significantly, while behavioural engagement predicts only equity. No significant teacher support and equity prognostic values were found for student achievements. The study’s results encourage further research and the search for answers to the question of what kind of teacher behaviour creates a favourable learning environment for all students in low SES context schools.
7
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Kursy e-learningowe Pedagogicznej Biblioteki Wojewódzkiej im. Józefa Lompy w Katowicach jako usługa biblioteczna dla nauczycieli

51%
Marcol A.
Bibliotheca Nostra. Śląski Kwartalnik Naukowy
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2020
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issue 1(59)
19-32
EN
The article concerns e-learning courses in the field of information and communication technologies, conducted by the Józef Lompa Voiewodship Pedagogical Library in Katowice. The author analyzed their subject matter and users. She also drew attention to the forms of promotion of this type of training offer.
PL
Artykuł dotyczy kursów e-learningowych z zakresu technologii informacyjno-komunikacyjnych realizowanych przez Pedagogiczną Bibliotekę Wojewódzką im. Józefa Lompy w Katowicach. Autorka dokonała analizy ich tematyki i użytkowników. Zwróciła również uwagę na formy promocji tego typu oferty szkoleniowej.
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