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Direct linkSarin Sok; Liz Bennett – Issues in Educational Research, 2025
Massive Open Online Courses (MOOCs) have become an effective learning approach for continuing professional development (PD) and there is an increasing body of literature on MOOC learners' perspectives drawing from a range of the global contexts. However, in developing countries like Cambodia, relatively little research on this phenomenon has been…
Descriptors: MOOCs, Faculty Development, Foreign Countries, Developing Nations
Xinran Wu; Karen Forbes – Journal of Language, Identity, and Education, 2025
In language learner identity research, there is an underrepresentation of LOTE-as-L3 learners in instructed foreign language learning contexts. This study addresses this gap by exploring the multilingual identity profiles of Chinese high school LOTE-as-L3 learners in two school contexts and seeks to understand how the schools may influence…
Descriptors: Multilingualism, Second Language Learning, Second Language Instruction, Chinese
Syed Abdul Manan; Anas Hajar – Journal of Language, Identity, and Education, 2025
Most recent research on language learning and identity emphasizes on investing learners' capital as affordance to affirm their identities (Darvin & Norton, 2015; Norton, 2013). Learners' capital refers to prior knowledge, home literacies/native languages. Drawing on data from English language academies from Pakistan, this study finds a…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Isabelle Udry; Raphael Berthele – International Journal of Multilingualism, 2025
Academic self-concept (ASC) is a student's self-perceived level of ability in an academic domain and a major factor involved in academic performance. We examined the importance of internal/external sources of evaluation for the structure of L2 and L3 ASCs in two groups of 5th/6th graders learning English and French in Switzerland (mean age: 12.1).…
Descriptors: Self Concept, Academic Ability, Grade 5, Grade 6
