Perceived impact of physically active learning portfolio: insights from English language teachers in Türkiye

Guardado en:

Detalles Bibliográficos
Publicado en:	Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 56
Autor principal:	Demir Yıldız, Canan
Publicado:	Springer Nature B.V.
Materias:	United States > US Turkey Quantitative analysis Students Teaching methods English teachers Sports Research design Learning environment Physical education Public schools Cognition & reasoning Language instruction Teaching Obesity Teachers Generalizability Language teaching methods Language acquisition Learning Portfolios Qualitative research Cooperative learning Mixed methods research Environmental movements Learning outcomes Perceptions English language Language Educational Practices Experiential Learning Learning Motivation Active Learning Language Teachers Academic Achievement Case Studies Educational Theories Child Development Student Motivation Learner Engagement English Cognitive Development Child Health Control Groups Experimental Groups Learning Processes Educational Change Brain Classroom Techniques Elementary School Students COVID-19 Classroom Environment
Acceso en línea:	Citation/Abstract Full Text Full Text - PDF
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Resumen:	The objective of this study is to assess the impact of the Physically Active Learning Portfolio (PALP) on English language teachers' inclination towards incorporating sports-related activities into their teaching practices, as well as their perceptions of these activities. PALP activities were developed with the aim of enhancing English teachers' abilities to integrate various physical movements into course content, fostering an active, healthy, and enjoyable learning environment, and leveraging movement to facilitate rapid and enduring learning outcomes. This study sought to facilitate collaboration between physical education experts and English teachers to integrate movement into language learning. The study group comprised 30 English teachers selected from various public schools across different cities in Türkiye, constituting the study's participant cohort. The research design employed in this study was an explanatory sequential mixed-method approach (Creswell et al. in Research design: Qualitative, quantitative, and mixed methods approaches, Thousand Oaks, 2003), where quantitative findings guided the qualitative exploration. Quantitative analysis indicated a statistically significant improvement in only one of the measured dimensions—teachers’ personal interest in participating in PALP activities—while no significant changes were observed in other areas. These results suggest that the intervention had a targeted but limited effect within the scope of the short-term implementation. It is important to note that the study employed a single-group pretest–posttest design without a control group, and the small, homogenous sample (N = 30) limits the generalizability of the findings. Nevertheless, qualitative findings provided additional insights into teachers’ positive perceptions and their expressed willingness to apply movement-based strategies in their language instruction.
ISSN:	2363-5169
DOI:	10.1186/s40862-025-00359-4
Fuente:	Education Database