Published
2024-12-31
Issue
Section
Research Article
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
As a whole, the author(s) declare that ( download model ):
1.- Original and innovative contributions are made through this text. I/we certify that this work has not been published in whole or in part by any other means nor is it under consideration for publication in another journal.
2.- I/we acquire the commitment to accept the writing, publication, review and evaluation standards considered by Fonseca, Journal of Communication.
3.- I/we take responsibility for the content of the text that I/we send and for having contributed to the conception, design and execution of the work, analysis and interpretation of data and for having participated in the writing of the text and its possible revisions as well. as in the approval of the version that I/we finally send.
4.- I/we have been informed that changes in style of the manuscript may occur but that, nevertheless and in any case, the final galleys will be sent to me/us before the text, in case of favorable evaluation, is definitively published as an article. I/we undertake to acknowledge receipt of said proofs as well as, once verified, to give approval for their publication in the shortest possible time. I/we understand that we give tacit approval to the galleys if I/we do not send a response within 10 calendar days of receiving them.
5.- I/we affirm to know that the publication of an article in Fonseca, Journal of Communication does not entail any cost or remuneration.
6.- I/we declare to be free of any personal and/or commercial association that may pose a conflict of interest in connection with the article submitted as well as having respected the ethical principles of research.
7.- The undersigned author(s) transfer/we transfer the property rights (copyright) of this work to Fonseca, Journal of Communication so that it may be published under a Creative Commons license (in the modality indicated at the bottom of the main page of Fonseca, Journal of Communication. I/we assign the editing and reproduction rights.
How to Cite
INVESTIGATING LANGUAGE BELIEFS AND LEARNING EFFECTS: MEDIATING VOCABULARY PERFORMANCE AND MODERATING MULTILINGUALISM PERCEPTIONS AND TEACHER PRACTICES
Mohanad Mohammed Sufyan Ghaleb
Department of Management, College of Business, King Faisal University, Al-Ahsa 31982, Saudi Arabia
Sanjar Mirzaliev
Research and Innovations Department, Tashkent State University of Economics, Uzbekistan
Keywords: Language beliefs, Multilingualism, Vocabulary learning, Learning effect
Abstract
This study investigates the impact of language beliefs on the learning effect, emphasizing the mediating role of vocabulary learning performance and the moderating influences of perceptions about multilingualism and teacher practices. It aims to deepen the understanding of how cognitive and practical dynamics shape language learning outcomes. A quantitative research design was employed, utilizing data collected from 217 university students enrolled in language programs studying various languages. The research applied validated measurement scales to capture key constructs and analyzed the data using Partial Least Squares Structural Equation Modeling (PLS-SEM) via ADANCO software. The study examined relationships through path analysis and evaluated the mediating and moderating effects of specific variables. The results indicate that language beliefs significantly enhance the learning effect, with vocabulary learning performance acting as a robust mediator. Furthermore, perceptions about multilingualism and teacher practices significantly moderate this relationship, underlining their importance in optimizing learning outcomes. These findings suggest an intricate interplay between student beliefs, instructional practices, and multilingual perceptions in achieving effective language acquisition. This research provides unique insights into the cognitive and contextual factors influencing language learning, offering practical implications for educators and policymakers in designing language programs that foster multilingual competencies and maximize learning outcomes.
