Browsing by Subject "Tertiary education"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Open Access
    Development and Validation of a PLEs Scale from the Learner and Learning Perspective in Tertiary Education
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Xu, Xiaoshu; Zang, Yunfeng; Zhong, Kexin; Ngan-Lin Lei, Vivian; Liu, Jia
    The study's goal is to create and validate a Personal Learning Environments Scale (PLEsS) from the learner and learning perspective (named PLEsS-LL) to ensure effective learning in Chinese tertiary education. 657 undergraduates participated in the study after completing scale development steps. Six factors were extracted from the PLEsS-LL using Exploratory Factor Analysis (EFA). Confirmatory Factor Analysis (CFA) supported the six-factor scale with 22 items. Furthermore, the PLEsS-LL was redesigned as a questionnaire to assess learners' readiness for PLE learning. The findings indicated that participants were comfortable when learning in PLEs in general. They were mostly positive in terms of learning motivation and problem-solving abilities. They did, however, report less confidence in Self-directed Learning. Meanwhile, male participants outperformed female participants in all categories except learning motivation. The reasons were explained, and suggestions for future PLEs design were made. The PLEsS-LL could be used as a resource or guide for learner preparation in the PLEs context in higher education around the world.
  • Thumbnail Image
    Publication
    Open Access
    Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels
    (Universidad de Murcia, Servicio de Publicaciones, 2020) Luque Agulló, Gloria
    This study attempts to reveal whether there is unintentional reverse transfer L2→L1 (English-Spanish) in the oral L1 production of university learners in formal contexts. The languages used by learners influence each other, and this transfer may occur from the first to the second language (direct transfer), or from the second to the first (reverse transfer), the focus of this work. Thus, an exploratory study was implemented with two groups of participants with different L2 proficiency levels. They had to retell, using their L1, a soundless video. Their production was recorded, transcribed and examined. Consistent with other studies, results suggest unintentional reverse transfer occurs more frequently when there is a lower level of L2 competence, or, alternatively, its effects have a more evident negative outcome for these learners. Pedagogically speaking, being able to identify successful reverse transfer strategies with a positive outcome may have important implications for bilingual educational contexts.