Guy Trainin
Biographic Data
| ID | 1604314 |
|---|---|
| NAME | Guy Trainin |
| GIVEN NAMES | Guy |
| FAMILY NAME | Trainin |
| SIGNATURE | TRAININ G |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0002-2116-7155 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From AI acceptance to self-efficacy in multilingual learning
Artificial intelligence (AI) is increasingly embedded in language education, and learners' acceptance of AI, together with their multilingual learning enjoyment (MLE) and self-efficacy (SE), is considered pivotal to meaningful learning gains. This study developed an AI Acceptance (AIAC) framework tailored to multilingual language learning and examined whether MLE mediates the association between AIAC and SE. A total of 524 multilingual undergradu…
Reflect, Create, and Teach
Employing an innovative arts-based approach to professional learning, this study examined in-service teachers’ reflective processes, insights, and pedagogic practices through the use of creative thinking journals. Using photovoice methodology, we conducted a thematic analysis of teachers’ journals and individual semi-structured interviews, focusing on how creative thinking journals enhanced reflective practices and teaching efficacy. Our findings…
Teachers’ Identity Work with Multilingual African Immigrant and Refugee Background Students
Developing an AI-assisted learning flow framework for pre-service teachers of Chinese as a second language
At School, It's a Completely Different World
African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These e…
I Just Don’t Know What to Do!” Teacher Preparedness for Multilingual Students of Immigrant and Refugee Background
Teacher Education in the Age of Generative Artificial Intelligence
Embracing uncertainty
Embracing uncertainty: A narrative case study on teacher-learner relationships through restorative justice practices in education Restorative justice practices in educational settings recognising trauma and extreme life circumstances have become increasingly relevant since the COVID-19 pandemic and the growing impacts of climate change. This narrative inquiry uses Clandinin and Connelly’s suggestions for data collection and narrative structure to…
At School, It's a Completely Different World
African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These e…
Embracing uncertainty
Embracing uncertainty: A narrative case study on teacher-learner relationships through restorative justice practices in education Restorative justice practices in educational settings recognising trauma and extreme life circumstances have become increasingly relevant since the COVID-19 pandemic and the growing impacts of climate change. This narrative inquiry uses Clandinin and Connelly’s suggestions for data collection and narrative structure to…
At School, It's a Completely Different World
African immigrant youth adaptation processes in US schools remain under-researched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These e…
I Just Don’t Know What to Do!” Teacher Preparedness for Multilingual Students of Immigrant and Refugee Background
Teacher Education in the Age of Generative Artificial Intelligence
From AI acceptance to self-efficacy in multilingual learning
Artificial intelligence (AI) is increasingly embedded in language education, and learners' acceptance of AI, together with their multilingual learning enjoyment (MLE) and self-efficacy (SE), is considered pivotal to meaningful learning gains. This study developed an AI Acceptance (AIAC) framework tailored to multilingual language learning and examined whether MLE mediates the association between AIAC and SE. A total of 524 multilingual undergradu…
Reflect, Create, and Teach
Employing an innovative arts-based approach to professional learning, this study examined in-service teachers’ reflective processes, insights, and pedagogic practices through the use of creative thinking journals. Using photovoice methodology, we conducted a thematic analysis of teachers’ journals and individual semi-structured interviews, focusing on how creative thinking journals enhanced reflective practices and teaching efficacy. Our findings…
Teachers’ Identity Work with Multilingual African Immigrant and Refugee Background Students
Developing an AI-assisted learning flow framework for pre-service teachers of Chinese as a second language
Psychology (4 works) · Immigration (3 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Confirmatory factor analysis (2 works) · Curriculum (2 works) · Education and experiences of immigrants and refugees (2 works) · Exploratory factor analysis (2 works) · Global Education and Multiculturalism (2 works)