Language learner beliefs and study abroad: A study on English as a lingua franca (ELF)

Kaypak, Eda; Ortaçtepe, Deniz

doi:10.1016/j.system.2014.01.005

Cited by 72 publications

(63 citation statements)

References 57 publications

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“…Not only is English the language of globalization (Smala, Paz et al, 2012;Wadhwa, 2012;Kaypak & Ortaç tepe, 2014) but several linguists have acknowledged it to be the most widely spread international language worldwide (Tsui & Tollefson, 2006;Sun, 2014). It is estimated that nearly one third of the world's annual production of books is in the English language (Graddol 1997) and according to the Internet World Statistics (2013), English ranks first among languages used online.…”

Section: Literature Reviewmentioning

confidence: 99%

An Empirical Study of Reading Habits and Interests of Saudi University EFL Learners

Rajab

Al-Sadi

2015

IJL

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This small-scale, quantitative study investigated the reading habits and interests of Saudi English-as-a-foreign-language (EFL) students at a university-level preparatory year program (PYP). The study aimed to identify certain habits and preferences of EFL learners with regard to various personal practices of the reading process in first language (L1) as well as in second language (L2). The study utilized a custom-designed, 10-item questionnaire on a Likert scale format in order to gain more insights into the manners with which students may or may not approach reading. The participants were newly-registered, male and female students (n=330) on the university PYP course with mixed English Language proficiency. Analysis of the data collected using descriptive statistical tools indicated several issues relating to the reading habits in general, including students' lack of interest as well as lack of motivation towards 'academic reading' in both L1 and L2. However, the analysis revealed a greater level of engagement in reading in social media contexts. The study has several implications for future research and pedagogy in EFL reading as well as implications for the EFL classroom.

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Section: Literature Reviewmentioning

confidence: 99%

An Empirical Study of Reading Habits and Interests of Saudi University EFL Learners

Rajab

Al-Sadi

2015

IJL

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“…This issue can lead to some detrimental outcomes, such as the deployment of less efficient learning strategies or wasting time with traditional approaches, all of which may result in limited proficiency [33,35]. In addition to these aspects, some researchers have focused on learner perceptions, such as the role of EFL teachers [36] the role of English at an international level [37], while some focus on psychological factors, such as motivation and anxiety [4,38].…”

Section: Language Learners' Beliefsmentioning

confidence: 99%

EFL Learners' Beliefs about Speaking English and Being a Good Speaker: A Metaphor Analysis

Dinçer¹

2017

ujer

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This study aimed to investigate the beliefs of English as foreign language (EFL) learners about speaking in English and being a good speaker of English through metaphor analysis. A phenomenological approach was adopted and 60 EFL learners completed a questionnaire with demographic questions and two prompts focusing on the characteristics of a good English speaker (i.e., "Speaking English is like… because…" and "A good speaker of English is like… because…"). For the first prompt about speaking English, 46 valid metaphors were determined, which were categorized under five conceptual themes. For the second prompts about being a good speaker of English, 27 valid metaphors were given, with six conceptual categories identified. Findings showed that learners mostly perceived speaking as a skill requiring much effort and also giving pleasure. They described a good speaker of English as someone who is fluent at speaking, universal, disarming, wise, privileged and hardworking. The conceptual categories were also described with the speaking achievement and these categories were found to be connected to the degree of achievement. The findings gave insight into a better understanding of the speaking skill and what makes a good speaker of English for language educators.

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“…"the ownership of English," problematizing the rights of property to which speakers (self)characterized as belonging to different ethnic, socio-cultural, geographical, and linguistic backgrounds, should be entitled-or not. These questions are relevant to those ESL/ELF spaces (Kaypak & Ortaçtepe, 2014), in which identification issues concerning native/non-native speakers' economic, social, cultural, linguistic, and symbolic capitals (Bourdieu, 1984), together with their ethnicity, have been revealed away from simplifying polarities (Canagarajah, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Una Investigación Narrativa sobre las Identidades Imaginadas de Profesores de Inglés en Formación

Sarasa

2016

GIST

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This paper explores co-construction processes of EIL (English as an international language) pre-service teacher identity in an undergraduate English Teacher Education Program at an Argentinean state university. The study focuses on the professional nature of future language teachers' identities expressed in the individual stories the young people co-composed with the author working as participant researcher. The design employed narrative inquiry as a research methodology whose techniques allow the gathering of field texts inside and outside the Program's classrooms. The overall study included 24 sophomores whose professional identities were conceptualized narratively during the 18-month-long inquiry. This paper offers four participants' accounts, evincing the co-authoring of an imagined (future) teacher identity. After rendering the students' stories, we briefly discuss some implications this power of envisioning the (prospective) teaching self may have for EIL teacher education.Keywords: Higher education, in-service English teacher education, narrative inquiry, identity co-construction process. ResumenEste trabajo explora procesos de co-construcción de la identidad profesional de docentes de ILI (inglés como lenguaje internacional) durante su formación como profesores de inglés en una universidad estatal argentina. El estudio se centra en el carácter profesional de las identidades de estos futuros docentes No. 12 (January -June 2016) 97 expresados en las historias individuales compuestas conjuntamente con la autora que trabajó como investigadora participante en el proyecto. El diseño metodológico empleado fue la investigación narrativa cuyas técnicas permiten la recopilación de textos de campo dentro y fuera de las aulas de clase del programa. El estudio completo incluyó 24 participantes cuyas identidades fueron concebidas de modo narrativo durante 18 meses. Este artículo presenta los relatos de cuatro estudiantes, resultado de la construcción conjunta de la futura identidad docente imaginada. Después de la interpretación de las historias de los estudiantes, el artículo discurre brevemente sobre algunas implicancias de visualizar la identidad docente en la formación de profesores de inglés.Palabras clave: Educación superior, formación inicial de profesores de inglés, investigación narrativa, procesos de co-construcción identitaria.

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Language learner beliefs and study abroad: A study on English as a lingua franca (ELF)

Cited by 72 publications

References 57 publications

An Empirical Study of Reading Habits and Interests of Saudi University EFL Learners

An Empirical Study of Reading Habits and Interests of Saudi University EFL Learners

EFL Learners' Beliefs about Speaking English and Being a Good Speaker: A Metaphor Analysis

Una Investigación Narrativa sobre las Identidades Imaginadas de Profesores de Inglés en Formación

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