Perceived impact of physically active learning portfolio: insights from English language teachers in Türkiye
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| Publicat a: | Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 56 |
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Springer Nature B.V.
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 3285445103 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2363-5169 | ||
| 024 | 7 | |a 10.1186/s40862-025-00359-4 |2 doi | |
| 035 | |a 3285445103 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 100 | 1 | |a Demir Yıldız, Canan |u Muş Alparslan University, Faculty of Education, Muş, Turkey (GRID:grid.449204.f) (ISNI:0000 0004 0369 7341) | |
| 245 | 1 | |a Perceived impact of physically active learning portfolio: insights from English language teachers in Türkiye | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a United States--US | |
| 651 | 4 | |a Turkey | |
| 653 | |a Quantitative analysis | ||
| 653 | |a Students | ||
| 653 | |a Teaching methods | ||
| 653 | |a English teachers | ||
| 653 | |a Sports | ||
| 653 | |a Research design | ||
| 653 | |a Learning environment | ||
| 653 | |a Physical education | ||
| 653 | |a Public schools | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Language instruction | ||
| 653 | |a Teaching | ||
| 653 | |a Obesity | ||
| 653 | |a Teachers | ||
| 653 | |a Generalizability | ||
| 653 | |a Language teaching methods | ||
| 653 | |a Language acquisition | ||
| 653 | |a Learning | ||
| 653 | |a Portfolios | ||
| 653 | |a Qualitative research | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Mixed methods research | ||
| 653 | |a Environmental movements | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Perceptions | ||
| 653 | |a English language | ||
| 653 | |a Language | ||
| 653 | |a Educational Practices | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Active Learning | ||
| 653 | |a Language Teachers | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Case Studies | ||
| 653 | |a Educational Theories | ||
| 653 | |a Child Development | ||
| 653 | |a Student Motivation | ||
| 653 | |a Learner Engagement | ||
| 653 | |a English | ||
| 653 | |a Cognitive Development | ||
| 653 | |a Child Health | ||
| 653 | |a Control Groups | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Learning Processes | ||
| 653 | |a Educational Change | ||
| 653 | |a Brain | ||
| 653 | |a Classroom Techniques | ||
| 653 | |a Elementary School Students | ||
| 653 | |a COVID-19 | ||
| 653 | |a Classroom Environment | ||
| 773 | 0 | |t Asian-Pacific Journal of Second and Foreign Language Education |g vol. 10, no. 1 (Dec 2025), p. 56 | |
| 786 | 0 | |d ProQuest |t Education Database | |
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| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3285445103/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |