Journal of Research in Innovative Teaching - National University

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National University Carlsbad, CA Email: rhill@nu.edu Major research interests: Foreign Language Pedagogy, e-Learning, Literacy Appendix A Second Language Learner Autobiography Second Language Acquisition Autobiography For Participants with English as an L2 The purpose of this Second Language Acquisition Autobiography is for you to reflect on your experience of learning English as a non-native language in order to discover what attitudinal and motivational factors you feel enabled you to reach a near-native level of proficiency. Please be as detailed as possible and include narrations of personal experiences or events that you believe affected your attitude or motivation to learn English. Please use the following guidelines when writing your Second Language Acquisition Autobiography: 1. Why did you decide to learn English How old were you when you began the acquisition process Why were you motivated (or not motivated) to learn it Did you learn English in another country or in a country where it is spoken 2. How did you learn English Did you study it formally in school, or was it acquired in a more natural, immersion-type setting What type of instruction did you receive in the language If outside of a school setting, from whom did you receive instruction How did the way you learned English motivate you or not 3. How did you feel about the target culture before and while learning English Did your feelings change after becoming proficient 4. What attitudinal and motivational factors do you feel contributed to your success in acquiring English Appendix B Likert-Scale Questionnaire Attitudinal and Motivational Factors Inventory Directions: In order to further explore the various attitudinal and motivational constructs that may have affected your L2 acquisition, please take a moment to complete the survey. You should circle the number that most closely represents the effect that you feel the identified factor had on your language acquisition. Then, on the second page, please write a brief explanation as to why you valued the factor as you did. 159
FACTOR 1 Strong Positive Effect 2 Some Positive Effect 3 No Effect (Not sure) 4 Some Negative Effect 5 Strong Negative Effect 1. Self‐confidence  as a language learner 1 2 3 4 5   2. Extroversion/  Introversion 1 2 3 4 5   3. Instructional   setting/Teacher 1 2 3 4 5   4. L2 Culture  1 2 3 4 5   5. Willingness   to communicate  1 2 3 4 5 160
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
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Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 174 and 175: promotes self-discovery (Saulnier e
Page 176 and 177: Appendix A Sample Language from an
Page 178 and 179: Student Evaluations of Courses and
Page 180 and 181: that there is a consistent positive
Page 182 and 183: (teaching) for all classes (11 item
Page 184 and 185: Figure 1. The Nonlinear Relationshi
Page 186 and 187: About the Authors Nataliya Serdyuko
Page 188 and 189: Best Practices 183
Page 190 and 191: The Textbook Elementary Statistics
Page 192 and 193: If the mean number of visits was as
Page 194 and 195: discussion in such courses is slow;
Page 196 and 197: Table 1. A grade list for a class o
Page 198 and 199: Sloboda, B. W. (2005). Improving th
Page 200 and 201: The Journal of Research in Innovati
Page 202: About the Author In the end of your
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