Associations between university students’ beliefs and their learning strategy use

Zare-ee, Abbas

doi:10.1016/j.sbspro.2010.07.203

Cited by 15 publications

(10 citation statements)

References 7 publications

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“…To date, most of belief studies in Iran have focused on the relationship between the learners' beliefs and learning strategy use or language proficiency (Abedini et al, 2011; Dehghan Harati, 2011; Ghabanchi and Meidani, 2012; Ghavamnia et al, 2011;Khodadadi, 2009;Yamini and Dehghan, 2005;Zare-ee, 2010). These studies have been done almost exclusively with students at tertiary levels.…”

Section: Introductionmentioning

confidence: 99%

High-school Students’ Beliefs about Learning English and Arabic

Moghimian

Saeb

2014

IJALEL

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This paper reports on a comparative study exploring Iranian high-school students' beliefs about learning English and Arabic. Horwitz's (1987) Beliefs about Language Learning Inventory (BALLI) was used to collect data from 540 highschool students. One-way multivariate analysis of variance was conducted to analyze the data. The MANOVA results revealed significant differences (F (5, 533) = 47.72, P =.000) between students' beliefs about learning English and Arabic in four categories of the BALLI: foreign language aptitude, the nature of language learning, learning and communication strategies, and motivation and expectations. Students' beliefs about the difficulty of learning English and Arabic were not significantly different. The findings might be influential in developing and designing more effective language teaching programs in high-school context.

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Section: Introductionmentioning

confidence: 99%

High-school Students’ Beliefs about Learning English and Arabic

Moghimian

Saeb

2014

IJALEL

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“…The first group examined the effects of learning beliefs on students’ language learning strategies (Abraham & Vann, 1987; Elbaum, Berg, & Dodd, 1993; Riley, 1997; Yang, 1992) and unanimously agreed that language learning beliefs can influence learning strategy use. The second group has examined the relationship between beliefs about language learning and learning strategy use (Abedini, Rahimi, & Zare-ee, 2011; Chang & Shen, 2010; Li, 2010; Su, 1995; Yang, 1999; Yu, 2007; Zare-ee, 2010). It means that this study can be a pioneer work because, as mentioned above, there has been no such study in the literature as far as the researchers could access.…”

Section: Discussionmentioning

confidence: 99%

Learning Strategy Training and the Shift in Learners’ Beliefs About Language Learning

2015

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This study examines the impact of teaching learning strategies on learners' beliefs about language learning and reading comprehension ability. Participants were 78 university freshmen studying English language teaching, translation, and literature. They were divided into two groups. The experimental group received a number of learning strategies adopted and adapted by the researchers, including concept-mapping, vocabulary notebook, passage restatement, dictionary use, summary writing, and guessing. The treatment was carried out 4 hr a week for 15 consecutive weeks. The Language Learners' Beliefs Scale, developed and validated by Birjandi and Mohammadi, and the reading comprehension section of Cambridge Preliminary English Test (PET) were administered before and after the treatment to identify the students' shifts in beliefs about language learning and to measure reading comprehension ability, respectively. The results of independent t test indicated that the instruction of learning strategies changed the university students' beliefs about language learning. Furthermore, learning strategy instruction could boost their reading comprehension ability.

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“…These beliefs have become more important as they affect motivation and perhaps even language learning strategies (Zare-ee, 2010), though more research must be done in the latter area (Martínez Agudo, 2014 …”

Section: Language Learning Beliefs (Llb) Are An Important Area For Fomentioning

confidence: 99%

Comparative Language Learning Beliefs: Why Aptitude Matters

Burns¹,

García²

2017

SLL

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Language Learning Beliefs (LLB) are an important area for foreign and second language learningresearch that has grown considerably over the last decade, and which spans multi-disciplinary fields across education, linguistics and psychology (Martínez Agudo, 2014). These beliefs have become more important as they affect motivation and perhaps even language learning strategies (Zare-ee, 2010), though more research must be done in the latter area (Martínez Agudo, 2014

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Associations between university students’ beliefs and their learning strategy use

Cited by 15 publications

References 7 publications

High-school Students’ Beliefs about Learning English and Arabic

High-school Students’ Beliefs about Learning English and Arabic

Learning Strategy Training and the Shift in Learners’ Beliefs About Language Learning

Comparative Language Learning Beliefs: Why Aptitude Matters

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