Learning Arabic in Scandinavia
Motivation, metacognition, and autonomy
Datos Bibliográficos
| ID | 4093992 |
|---|---|
| Autores | Raees Calafato (0000-0001-8222-6772) |
| Año | 2020 |
| Volumen | 246 |
| Páginas | 102943 |
| Fecha de publicación | 2020-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Lingua (JOURNAL) |
| Identificadores de la revista | ISSN: 0024-3841 • E-ISSN: 1872-6135 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.lingua.2020.102943 |
| OpenAlex | W3085720273 |
| Idioma | EN |
| Citas recibidas | 11 |
| Referencias citadas | 31 |
Rising levels of immigration, especially from the Middle East and North Africa, have led to significant socio-demographic changes and increasing levels of linguistic diversity in Scandinavian countries. In parallel with these developments, a growing number of students in Norway, Sweden, and Denmark have started to learn Arabic at school and university. Learning Arabic presents both challenges and opportunities. For example, it furthers the goal of states to develop multilingual citizens, yet it also tasks educational institutions with designing Arabic courses that reflect the interests and aspirations of their students and provide them with the tools to make sustained progress. In order to accomplish this, it is important to first understand what motivates students to learn Arabic and the extent to which they use self-regulatory strategies to enhance their learning. This article reports on a study that explored the self-regulation and language learning motivation of university students (N = 96) learning Arabic in Norway, Sweden, and Denmark. The findings revealed that the Norwegian, Swedish, and Danish participants differed statistically significantly in their motivation to learn Arabic. Statistically significant gender differences were also found with respect to the participants' self-regulation. The study provides important insights into student metacognition, autonomy, and motivation to learn non-European languages in the Scandinavian context
Arabic · Autonomy · Cognition · Context (archaeology · Cultural diversity · Danish · Diversity (politics · Geography · Immigration · Linguistics · Mathematics education · Metacognition · Norwegian · Pedagogy · Political science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Parental Involvement in Education · Psychology
L’apprendimento dell’arabo nel contesto universitario tra HLL s e FLL s
Instruments measuring motivation to learn Arabic as a second language
Reframing learner autonomy in Arabic language education for non-native speakers
The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education
The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self‐efficacy
Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities
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Indonesian Islamic Students' Fear of Demographic Changes
Questionnaires in Second Language Research
The L2 Motivational Self System and L2 Achievement
Willingness to Communicate in a Second Language
Becoming a self-regulated learner
Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening
Development of Self-Regulated Learning
Autonomy and motivation a literature review
Ideal self and ought-to self of simultaneous learners of multiple foreign languages
Implementation of task-based language teaching in Chinese as a foreign language
Beginner CFL learners’ perceptions of language difficulty in a task-based teaching and learning (TBTL) environment in Denmark
L2 Motivational Self System, international posture and competitiveness of Korean CTL and LCTL college learners
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Understanding motivation for learning languages other than English
Metacognitive beliefs and strategies in learning Chinese as a foreign language
Differences in the metacognitive awareness of reading strategies among native and non-native readers
Motivational and affective engagement in learning Spanish with a mobile application
Don't tell me what to do! The anti-ought-to self and language learning motivation
Multilingualism and gender in the UAE
Motivational trajectories for early language learning across the primary–secondary school transition
Motivation to learn languages other than English
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves
How language communities intersect
The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf
| Obras citantes distintas | 11 |
|---|---|
| Citas por año | 2,2 |
| Intervalo de citas | 2021 - 2025 (5) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 11 |