A Study of Students' Metacognitive Beliefs About Foreign Language Study and Their Impact on Learning

Abstract

This article reports on an investigation into the language learning beliefs of students of French in England, aged 16 to 18. It focuses on qualitative data from two groups of learners (10 in total). While both groups had broadly similar levels of achievement in French in terns of examination success, they dffered greatly in the self‐image they had of themselves as language learners, with one group displaying low levels of self‐eficacy beliefs regarding the possibility of future success. The implica tions of such beliefs for students' levels of motivation and persistence are discussed, together with their possible causes. The article concludes by suggesting changes in classroom practice that might help students develop a more positive image of them selves as language learners.

Self-Efficacy Theory and Beyond: Japanese College EFL Learners

“…Furthermore, 7 articles were found that examine the relationship between self-efficacy and anxiety (Mills, Pajares & Herron, 2006;Erkan & Saban, 2011;Anyadubalu, 2010;Cubukcu, 2008) and the relationship between self-efficacy and attributions (Hsieh & Kang, 2010;Hsieh & Schallert, 2008;Graham, 2006). The findings of these studies indicate a significant negative relationship between one's self-efficacy level and ESL/EFL performance.…”

‘People can be smarter with two languages’: changing anglophone students' attitudes to language learning through teaching linguistics

“…Coleman et al 2007;Graham 2006;Taylor and Marsden 2014;Williams et al 2002). In UK schooling contexts, students often report a lack of enjoyment of the subject (Gayton 2013;Graham 2003).…”

Exploring meta-cognitive beliefs of postgraduates in an EFL context

“…Much research has been conducted to investigate metacognitive beliefs of language learners (e.g., Graham 2003Graham , 2006Paris & Winograd, 1990;Wang, Spencer, & Xing, 2009). As early as 1990, Paris & Winograd conceptualised metacognitive beliefs in terms of agency, instrumentality, control, and purpose.…”

“…Likewise, Graham (2003Graham ( , 2006 scrutinized language learners' metacognitive beliefs, which appear to be pertinent to a positive self-concept in relation to language learning. In her view, language learning may be motivated by "a sense of achievement in the subject, a belief in the possibility of continued achievement, a sense of control over one's own learning and the capacity to overcome any difficulties experienced" (Graham, 2003, p.9).…”

“…With respect to content validity, all constructs used in the study were derived from previous studies pertinent to foreign language learners' metacognitive beliefs such as perceived ability, agency, metacognitive strategies, learner independence, sense of responsibility, and learning-management (e.g., Benson, 2001Benson, , 2005Cotterall, 1995Cotterall, , 1999Dickinson, 1987Dickinson, , 1995Graham, 2003Graham, , 2006Paris & Winograd, 1990).…”