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Yuliya Ardasheva
Washington State University Tri-Cities
27Publications
8H-index
161Citations
Publications 27
Newest
Published on Mar 16, 2019in Asia-pacific Education Researcher0.85
Xue Zhang1
Estimated H-index: 1
(WSU: Washington State University),
Yuliya Ardasheva1
Estimated H-index: 1
(WSU: Washington State University)
+ 1 AuthorsSarah C. Ullrich-French
Due to globalization, an increasing need for advanced speaking skills, and the interest aroused by English public speaking (EPS) competitions, EPS is increasingly important, especially among university students. Although self-efficacy is strongly associated with performance, no psychometrically sound instruments to measure EPS self-efficacy among college-level learners have been developed to date. Grounded in Bandura’s self-efficacy theory, the present study established validity (content and con...
Published on Aug 26, 2018in TESOL Journal
Anna Karin Roo2
Estimated H-index: 2
(WSU: Washington State University),
Yuliya Ardasheva1
Estimated H-index: 1
(WSU: Washington State University)
Published on Jul 11, 2019in Elementary School Journal1.14
Yuliya Ardasheva1
Estimated H-index: 1
(WSU: Washington State University),
Sarah N. Newcomer (WSU: Washington State University)+ 4 AuthorsLindsay Lightner (WSU: Washington State University)
Published on May 24, 2019in International Journal of Science Education1.25
Thomas R. Tretter11
Estimated H-index: 11
(University of Louisville),
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
+ 1 AuthorsAnna Karin Roo2
Estimated H-index: 2
(WSU: Washington State University)
ABSTRACTThis study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n = 79) under two conditions: (1) Extended Science + Extended Literacy (planetarium-based visualisations + vocabulary + comic and trade books) and (2) Extended Science + Literacy (planetarium-based visualisations + vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d = 0.43) after an 8-week science un...
Published on Apr 24, 2019in Bilingual Research Journal
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Sarah N. Newcomer3
Estimated H-index: 3
(Washington State University Tri-Cities)
+ 1 AuthorsRichard L. Lamb1
Estimated H-index: 1
(SUNY: State University of New York System)
ABSTRACTThis nonexperimental study examined academic performance profiles and contributions of language-specific and metacognitive skills to science reading comprehension of Grade 7 students of varied English proficiency. The sample included 204 regular education students, most of whom were English learners (ELs; 35 non-ELs, 86 current ELs, and 83 former ELs). Results of descriptive analyses highlighted strong academic performance by former ELs. Their overall academic profile was closer to that ...
Published on Jan 1, 2019in English for Specific Purposes1.70
Xue Zhang1
Estimated H-index: 1
(WSU: Washington State University),
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
Abstract The English language is playing an ever-increasing role in global cultural, political, and economic domains. This underscores a rapidly growing need for good English public speaking (EPS) skills among college students and a need to better understand instructionally manipulable factors, such as self-efficacy, that may contribute to EPS skills development. Grounded in Bandura's self-efficacy theory, this study investigated the degree to which four sources of self-efficacy— enactive master...
Published on Nov 1, 2018in School Science and Mathematics
Kira J. Carbonneau6
Estimated H-index: 6
(WSU: Washington State University),
Xue Zhang1
Estimated H-index: 1
(WSU: Washington State University),
Yuliya Ardasheva1
Estimated H-index: 1
(WSU: Washington State University)
Published on Sep 3, 2018in Journal of Educational Research1.16
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Zhe Wang3
Estimated H-index: 3
(WSU: Washington State University)
+ 2 AuthorsJudith A. Morrison9
Estimated H-index: 9
(Washington State University Tri-Cities)
ABSTRACTThis experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommend...
Anna Karin Roo2
Estimated H-index: 2
(WSU: Washington State University),
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
+ 1 AuthorsMargarita Vidrio Magaña2
Estimated H-index: 2
(Washington State University Tri-Cities)
ABSTRACTThis study examined contributions of academic ability tracking, disciplinary attitudes (science anxiety and self-efficacy), and discipline-specific literacy skills (science and academic vocabulary knowledge) to students’ science achievement in a sample of 104 Grade 8 students (78% current or former English learners [ELs]) enrolled in high- versus low-track (50/50) classrooms at a Pacific Northwest urban junior high school. The final regression model explained 46% of the variance in stude...
Published on Jan 1, 2018in Learning and Individual Differences1.81
Yuliya Ardasheva1
Estimated H-index: 1
(WSU: Washington State University),
Kira J. Carbonneau6
Estimated H-index: 6
(WSU: Washington State University)
+ 1 AuthorsZhe Wang (WSU: Washington State University)
Abstract Vocabulary is essential for comprehension and achievement across disciplines. Understanding factors that contribute to vocabulary learning is important, especially for English learners (ELs) studying science, a linguistically and cognitively demanding topic. Our study examined structural relationships among background characteristics, science anxiety and self-efficacy, and science vocabulary learning of 252 Grade 8 students (31% current ELs; 69% former/non-ELs). Path analysis results in...
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