Anita Habók
Datos Biográficos
| ID | 6478637 |
|---|---|
| NOMBRE | Anita Habók |
| NOMBRES | Anita |
| APELLIDO | Habók |
| FIRMA | HABÓK A |
| AFILIACIONES | University of Szeged |
| ORCID | 0000-0003-0904-8206 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Assessing Multiliteracies in English Language Teacher Education
The growing emphasis on 21st-century skills underscores the importance of multiliteracies for pre-service English language teachers in navigating diverse, digital, and multimodal classrooms. However, research on their perceived multiliteracies and associations with demographic factors remains limited. Thus, this study bridges this gap by determining how pre-service English language teachers perceived their multiliteracies using Teacher Multiliter…
Modeling the interplay of self-regulated learning, intrinsic motivation, and language achievement among Vietnamese EFL students
Introduction This study examined how students with varying levels of English achievement apply self-regulated learning (SRL) strategies. It investigated the use of eight SRL strategy categories for language achievement and explored the relationships among language achievement, intrinsic motivation, and SRL strategies. Methods The participants ( n = 317) were students from two Vietnamese universities majoring in English, completed the Self-Regulat…
Effect of vocabulary knowledge and learning-related affective factors on school achievement in reading
Vocabulary knowledge and reading comprehension are fundamental components of academic success during schooling’s early years. In addition to these cognitive skills, learning-related affective factors play an essential role in students’ reading development. Therefore, this study investigated grade-level differences and relationships among vocabulary knowledge, reading achievement, and reading-related affective factors, including reading attitude, …
Reframing English language teacher education through multiliteracies in the digital age
Multiliteracies, an approach that encompasses a wide range of literacy practices, has gained prominence in contemporary education, due to the increasing diversity of communication modes and the digital transformation of society. The present study investigates the association between pre-service teachers' multiliteracies, encompassing multimodal, digital, critical, and socio-cultural perspectives, and pedagogical competence with the mediating role…
Systematic review of motivational orientation in English for specific purposes
Over the past decade, research in English for Specific Purposes (ESP) has experienced significant development, especially because its subject matters are diverse and learners are drawn from disciplines other than English itself. This makes conducting comprehensive review of motivational learning orientation in ESP crucial. Therefore, this review synthesizes current research in ESP, including theoretical frameworks, participant characteristics, an…
Comparative study of the use of online reading strategies in the L1 and L2
Introduction Online reading skills are essential for learning English. Thus, this article aims to examine the relation between online reading strategies used in the native language (L1) and English as a foreign language (L2) among young Hungarian readers. Methods Using the Online Survey of Reading Strategies (OSORS) questionnaire, data were collected from 1,214 lower secondary school students. The measures for construct validity and differential …
The Digital Literacy Academic Writing Scale
As the integration of digital technologies continues to shape academic landscapes, assessing digital literacy in the context of academic writing becomes paramount. Several instruments and frameworks are available for measuring digital literacy and examining it from different perspectives; however, none are suitable for measuring the digital literacy of pre-service teachers in academic domains with psychometric validity. To address this need, the …
Development and validation of the Teacher Multiliteracies Scale (TMS) for English language teacher education
In education's evolving landscape, traditional concepts of literacy are insufficient for addressing modern life's multifaceted demands. Thus, multiliteracy has emerged as essential for contemporary educators. However, current tools often focus narrowly on individual literacy components, failing to provide holistic assessment of multiliteracies, especially in English language teacher education. Despite recognition of multiliteracies' importance, d…
Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension
The purpose of this study was to qualify method-centered teaching approaches by investigating the effects of the reflective teaching model for reading comprehension (RTMRC) on ninth-grade students’ English reading comprehension achievement in Myanmar. Three kinds of method-centered teaching approaches, namely reciprocal teaching, interactive teaching, and questioning, were qualified, compared, and examined while using the RTMRC. A quasi-experimen…
Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar
This study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and p…
Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics
This study examines the predictive power of motivational and self-related beliefs on reading and mathematics achievement. A representative sample (N = 2049 12–14-year-olds) was drawn for a large-scale longitudinal programme, with data collected at two measurement points separated by a two-year interval. In the research, two hypothesised models on the mediating role of self-related beliefs and motivational factors have been developed and tested. R…
Sin obras prominentes en esta página.
Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics
This study examines the predictive power of motivational and self-related beliefs on reading and mathematics achievement. A representative sample (N = 2049 12–14-year-olds) was drawn for a large-scale longitudinal programme, with data collected at two measurement points separated by a two-year interval. In the research, two hypothesised models on the mediating role of self-related beliefs and motivational factors have been developed and tested. R…
Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar
This study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and p…
Qualifying Method-Centered Teaching Approaches through the Reflective Teaching Model for Reading Comprehension
The purpose of this study was to qualify method-centered teaching approaches by investigating the effects of the reflective teaching model for reading comprehension (RTMRC) on ninth-grade students’ English reading comprehension achievement in Myanmar. Three kinds of method-centered teaching approaches, namely reciprocal teaching, interactive teaching, and questioning, were qualified, compared, and examined while using the RTMRC. A quasi-experimen…
Comparative study of the use of online reading strategies in the L1 and L2
Introduction Online reading skills are essential for learning English. Thus, this article aims to examine the relation between online reading strategies used in the native language (L1) and English as a foreign language (L2) among young Hungarian readers. Methods Using the Online Survey of Reading Strategies (OSORS) questionnaire, data were collected from 1,214 lower secondary school students. The measures for construct validity and differential …
The Digital Literacy Academic Writing Scale
As the integration of digital technologies continues to shape academic landscapes, assessing digital literacy in the context of academic writing becomes paramount. Several instruments and frameworks are available for measuring digital literacy and examining it from different perspectives; however, none are suitable for measuring the digital literacy of pre-service teachers in academic domains with psychometric validity. To address this need, the …
Development and validation of the Teacher Multiliteracies Scale (TMS) for English language teacher education
In education's evolving landscape, traditional concepts of literacy are insufficient for addressing modern life's multifaceted demands. Thus, multiliteracy has emerged as essential for contemporary educators. However, current tools often focus narrowly on individual literacy components, failing to provide holistic assessment of multiliteracies, especially in English language teacher education. Despite recognition of multiliteracies' importance, d…
Assessing Multiliteracies in English Language Teacher Education
The growing emphasis on 21st-century skills underscores the importance of multiliteracies for pre-service English language teachers in navigating diverse, digital, and multimodal classrooms. However, research on their perceived multiliteracies and associations with demographic factors remains limited. Thus, this study bridges this gap by determining how pre-service English language teachers perceived their multiliteracies using Teacher Multiliter…
Modeling the interplay of self-regulated learning, intrinsic motivation, and language achievement among Vietnamese EFL students
Introduction This study examined how students with varying levels of English achievement apply self-regulated learning (SRL) strategies. It investigated the use of eight SRL strategy categories for language achievement and explored the relationships among language achievement, intrinsic motivation, and SRL strategies. Methods The participants ( n = 317) were students from two Vietnamese universities majoring in English, completed the Self-Regulat…
Effect of vocabulary knowledge and learning-related affective factors on school achievement in reading
Vocabulary knowledge and reading comprehension are fundamental components of academic success during schooling’s early years. In addition to these cognitive skills, learning-related affective factors play an essential role in students’ reading development. Therefore, this study investigated grade-level differences and relationships among vocabulary knowledge, reading achievement, and reading-related affective factors, including reading attitude, …
Reframing English language teacher education through multiliteracies in the digital age
Multiliteracies, an approach that encompasses a wide range of literacy practices, has gained prominence in contemporary education, due to the increasing diversity of communication modes and the digital transformation of society. The present study investigates the association between pre-service teachers' multiliteracies, encompassing multimodal, digital, critical, and socio-cultural perspectives, and pedagogical competence with the mediating role…
Systematic review of motivational orientation in English for specific purposes
Over the past decade, research in English for Specific Purposes (ESP) has experienced significant development, especially because its subject matters are diverse and learners are drawn from disciplines other than English itself. This makes conducting comprehensive review of motivational learning orientation in ESP crucial. Therefore, this review synthesizes current research in ESP, including theoretical frameworks, participant characteristics, an…
Mathematics education (6 obras) · Psychology (6 obras) · Computer Science (5 obras) · Developmental psychology (4 obras) · Pedagogy (4 obras) · Reading comprehension (4 obras) · English language (3 obras) · Linguistics (3 obras) · Literacy (3 obras) · Literacy, Media, and Education (3 obras)