Learner beliefs are an important individual difference in second language (L2) learning. Furthermore, an ongoing debate surrounds the role of grammar instruction and error correction in the L2 classroom. Therefore, this study investigated the beliefs of L2 learners regarding the controversial role of grammar instruction and error correction. A total of 754 L2 students at an American university completed a questionnaire consisting of 37 Likert-scale items and 4 openended prompts. The quantitative items were submitted to a factor analysis, which identified 6 underlying factors (efficacy of grammar, negative attitude toward error correction, priority of communication, importance of grammar, importance of grammatical accuracy, and negative attitude toward grammar instruction). These factors were then used to investigate differences in beliefs among learners studying different target languages. In addition, themes emerging from the qualitative data were identified. The results indicate that among learners studying English as a second language and those studying a foreign language, there were varied beliefs about grammar instruction and error correction.LEARNER BELIEFS HAVE BEEN IDENTIFIED as an important individual difference variable in second language (L2) learning (Dörnyei, 2005;Kalaja & Barcelos, 2003). The importance of learner beliefs lies in the fact that they underlie learner behavior to a large extent (Horwitz, 1988). Grotjahn (1991) argues that learner beliefs are "highly individual, relatively stable, and relatively enduring" (p. 189) and that studying learner beliefs might help explain and predict behaviors

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A significant body of research has examined language learners’ attitudes toward particular technologies used in foreign language classrooms. However, literature is scarce on foreign language learners’ beliefs toward computer-assisted language learning (CALL) in general. To narrow this gap, we investigated the constructs that compose a system of language learners’ beliefs toward CALL at a large U.S. university and examined whether the amount of technology used and the target language (TL) play a role in shaping learners’ beliefs. The findings of this large-scale survey of 2,061 students studying nineteen different TLs indicate four factors comprising learners’ belief systems toward CALL in this context: efficacy of technology for language learning and its connection to motivation, satisfaction with technology used in the learners’ classes, specific benefits of technology, and the importance of computer skills and technical support. Learners’ CALL beliefs were more positive when they had had more exposure to technology in their classes, but this varied based on the TL. Higher use of technology outside of class resulted in more positive beliefs across the board, independent of the TL. The pedagogical implications are that greater exposure to effective and varied models of CALL might result in more positive beliefs toward it.

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This volume, part of the "Teaching with New Technology" series, aims to provide teachers with practical techniques and lesson plans that employ computer-based technologies in second language~L2! classrooms+ The volume helps promote teaching and the development of media literacy utilizing digitized video clips, and it provides access to both practical and research-based approaches+ The author presents pertinent research summaries and issues in order to help teachers understand the theoretical bases behind various teaching techniques and eventually allow them to conduct action research in their own classrooms+ The volume is divided into five chapters+ In each chapter, topics are introduced along with relevant concepts and research findings that support the teaching and learning of these topics+ Additionally, teaching suggestions and lesson plans are provided, and issues are raised for future exploration+ Chapter 1, "Seeing Digitized Video as Text," introduces videotext to teachers and students and lists criteria for selecting authentic videotext+ The chapter presents an analysis of visual elements of videotext, such as shot types, camera movement, edits, and visual narrative structure, with the goal of helping readers understand videotext construction and its connotative meanings+ Chapter 2, "Making Sense of Videotexts," proposes Gruba's~2004! seven-part sequential framework for videotext comprehension+ Students first identify text type, gain an initial understanding of the videotext macrostructure largely based on visual features, and test hypotheses about this initial macrostructure+ Next, students confirm and refine interpretation using visual and aural elements+ Gruba emphasizes that whereas visual elements can facilitate student comprehension of videotext, they can also impede students' understanding, lead them off track, or yield little assistance+ Chapter 3, "Genre Awareness," explores genre identification in media text in order to help readers appreciate cross-cultural and cross-textual differences that might help them develop L2 media literacy skills in the target culture+ The author explores intertextuality; that is, how one type of medium such as a movie can use references to other works such as songs+ Chapter 4, "Exploring Newscasts," investigates how watching the news-one of the most demanding text types in terms of comprehension and recall-contributes to developing media literacy+ The author discusses the components of newscasts as well as how the placement of visual and verbal elements can reinforce or hinder learner comprehension+ Chapter 5, "Commercial Language and Advertisements," focuses on understanding commercial messages with a critical perspective+ This chapter helps students decipher SSLA, 29, 617-635+ Printed in the United States of America+