Investigating the relationship between belief and action in self-directed language learning

Navarro, Diego; Thornton, Katherine

doi:10.1016/j.system.2011.07.002

Cited by 45 publications

(32 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Navarro and Thornton (2011) maintain that beliefs are appropriated from others, and they underline 'the well-established role that both previous experiences and teachers can play in learner belief development' (295; see also Tanaka and Ellis 2003). It seems reasonable to claim, then, that the students in this study were at least partly influenced by their teacher's beliefs.…”

Section: Discussionmentioning

confidence: 98%

“…Learning journals and other written data have been used in several studies within the contextual approach to beliefs (Aragão 2011;Mercer 2011;Navarro and Thornton 2011;Peng 2011;Yang and Kim 2011). In the present study, data collection was undertaken twice per semester during three semesters; each participant would have ideally handed in six learning journals, giving a total of 294.…”

Section: Data Collectionmentioning

confidence: 99%

See 1 more Smart Citation

From form-focussed to communicative: how university students change their beliefs about learning a foreign language

Ritzau

2015

The Language Learning Journal

View full text Add to dashboard Cite

Taking a contextual approach to research on language learner beliefs, this longitudinal study of 49 Swiss university students learning Danish as a foreign language investigates how and why the participants change their beliefs over time. At the beginning of the three-semester language course, the participants believe that formfocussed approaches to language learning are most efficient, whereas at the end of the course, they believe that communicative approaches to language learning are more important. The study is based on 142 written learning journals that were collected during a year and a half and analysed quantitatively and qualitatively. The main finding of the study is that the participants change their learner beliefs in accordance with changes in their perceived linguistic progression and in accordance with the methods and materials chosen by the teacher.

show abstract

Section: Discussionmentioning

confidence: 98%

Section: Data Collectionmentioning

confidence: 99%

From form-focussed to communicative: how university students change their beliefs about learning a foreign language

Ritzau

2015

The Language Learning Journal

View full text Add to dashboard Cite

show abstract

“…In line with this, Yoshida (2013) contends that teachers and learners can be assisted in breaking away from classroom behaviour influenced by their conflicting beliefs in order to promote the development and appropriation of new beliefs consistent with more effective teaching and learning practices. We might thus explore the possibility that opportunities to provide CF can be enhanced if teachers and learners are assisted in mediating their beliefs and other cognitive factors through awareness-raising processes (e.g., advice from tutors on more effective interactional behaviour, or reflective procedures) (see, for example, Navarro & Thornton, 2011;Yang & Kim, 2011;Yoshida, 2013). These processes can assist them in raising an awareness of the interplay between actions and beliefs, resulting in co-constructed beliefs which have a beneficial impact on the socio-affective climate of classrooms and teachers' and learners' interactional behaviour (Li & Lian, 2012;Yang & Kim, 2011;Yoshida, 2013), in this case, opportunities to provide and receive CF in both TLIs and PIs.…”

Section: Discussionmentioning

confidence: 99%

Exploring the effects of teachers’ and learners’ beliefs: The scarcity of corrective feedback during uncontrolled EFL classroom interactions

García-Ponce

Mora-Pablo

2018

GIST

View full text Add to dashboard Cite

Extensive research literature suggests that corrective feedback (CF), when effective, has a beneficial impact on the development of learners' interlanguage. This is because CF provides learners with language data concerning the correctness of their utterances and thus pushes their oral production towards greater clarity, accuracy and comprehensibility. However, CF has been found to be considerably scarce during classroom interactions. In an attempt to understand its scarcity, the present study investigates the interplay between the amount of CF provided by teachers and learner peers and the effects of their beliefs during uncontrolled classroom interactions at a Mexican university. By combining data collected from recorded classroom interactions, teacher interviews and learner focus groups, the findings show that there was a considerable number of errors which were avoided and not corrected by the teachers and learners during the classroom interactions. The findings also suggest that the scarcity of CF was in response to the teachers' and learners' conflicting beliefs about CF. This study provides a great opportunity to direct research towards the effects of No. 15 (July -December, 2017) 126 teachers' and learners' beliefs on providing and receiving CF during classroom interactions, and find ways through which a socio-affective climate can be promoted in the language classroom in order to facilitate the provision of CF.Keywords: accuracy, classroom interactions, corrective feedback, English as a foreign language, teacher and learner beliefs ResumenUn gran número de investigaciones han argumentado que la retroalimentación correctiva es de beneficio para el desarrollo del interlenguaje de los estudiantes. Esto se debe a que dicha retroalimentación facilita información sobre la precisión de sus estructuras lingüísticas y promueve que su producción oral sea más clara, precisa y comprensible. Sin embargo, estudios empíricos han encontrado que la retroalimentación correctiva es considerablemente escasa durante interacciones en el salón de clase. Con la intención de entender su escasez, el presente estudio indaga sobre la relación entre la cantidad de retroalimentación correctiva (facilitada por maestros y estudiantes) y sus creencias en salones de clase de una universidad mexicana. Al combinar datos recolectados de interacciones en salones de clase, entrevistas con maestros y grupos focales con alumnos, los resultados corroboran que hubo un número considerable de errores que no fueron atendidos y corregidos por los maestros y estudiantes durante las interacciones. Los hallazgos también sugieren que la escasez de la retroalimentación correctiva se debe a la influencia de sus creencias. Este estudio presenta una gran oportunidad de dirigir esfuerzos para investigar los efectos de las creencias de los maestros y estudiantes en la provisión de la retroalimentación correctiva y para encontrar alternativas que promuevan un ambiente socioafectivo en el salón de clase que permita la provisión efectiva de la retroalime...

show abstract

“…Beliefs and practices at this point might be inconsistent due to the dynamic, complex contextual factors (Barcelos, 2006). The theoretical foundation in the transformativism comes primarily from a sociocultural perspective, which is used to explain how beliefs in authentic classrooms inform actual practices (Navarro & Thornton, 2011). Research on language teacher beliefs and practices from a sociocultural perspective, in the future, can be extended in the following topics: (1) belief as mediator; (2) belief and identity; (3) belief change; and (4) belief on specific language knowledge (GAO, 2014a; Kalaja & Barcelos, 2006).…”

Section: Research On Language Teacher Beliefs and Practicesmentioning

confidence: 99%

A Reflective Study on English Language Learning and Teaching: A Comparison Between an EFL Teacher and an ELA Teacher

Gao¹,

Batchelor²

2017

UCFL

View full text Add to dashboard Cite

In this comparative self-study, two English teachers, one English as a foreign language (EFL) teacher from China and one English language arts (ELA) teacher in the United States, examined their perceptions of English language learning and instruction. Through a set of documents, i.e., reflective teaching journals, written teaching philosophies, and peer interviews and talks, the narrative study explored and revealed the two teachers' perceptions of English learning process as a learner, English teaching process as a teacher, and how these experiences informed and affected their doctoral practices. Through their reflections on their examined experiences, the study found that the two teachers both used a theoretical lens of social constructivism to guide their perceptions or beliefs. The paper finally gave suggestions on how to improve English instruction from a sociocultural perspective.

show abstract

Investigating the relationship between belief and action in self-directed language learning

Cited by 45 publications

References 19 publications

From form-focussed to communicative: how university students change their beliefs about learning a foreign language

From form-focussed to communicative: how university students change their beliefs about learning a foreign language

Exploring the effects of teachers’ and learners’ beliefs: The scarcity of corrective feedback during uncontrolled EFL classroom interactions

A Reflective Study on English Language Learning and Teaching: A Comparison Between an EFL Teacher and an ELA Teacher

Contact Info

Product

Resources

About