Percepciones de Estudiantes de la Enseñanza de Inglés en cuanto al Aprendizaje de Idiomas y su Relación con el Género

Tercanlioglu, Leyla

doi:10.25115/ejrep.v3i5.1166

Cited by 16 publications

References 22 publications

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Pre-service Teachers’ Belief Change and Practical Knowledge Development during the Course of Practicum

Debreli¹

2016

Journal of Education and Training Studies

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This study deals with the nature of change processes that pre-service teachers undergo throughout their training in an English Language Teaching programme. It also explores the types of beliefs about learning and teaching that pre-service teachers held before starting the practical phase of the programme and whether and how the practical phase changed their beliefs in nine-month period. Participants included 12 pre-service teachers at a university in Northern Cyprus. Data were collected through semi-structured interviews in three different phases: at the beginning, during and at the end of the training programme. Diaries were also used on a regular basis. The study found that when the participants started the training programme, they held numerous beliefs about learning and teaching-many based on theoretical rather than practical knowledge. An analysis of the data obtained in the latter phases indicated that all the participants underwent changes in the various beliefs they initially held. Furthermore, the participants faced many difficulties when their theoretically derived beliefs were confronted with the reality of practice, which, in several instances, led to changes in beliefs and the development of practical knowledge.

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Pre-service Teachers’ Belief Change and Practical Knowledge Development during the Course of Practicum

Debreli¹

2016

Journal of Education and Training Studies

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Estudo das crenças de professores e alunos dos cursos de Licenciatura em Letras da Uefs sobre o processo de aprendizagem: oportunizando caminhos de pesquisa

Brun

2017

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Resumo: Este artigo apresenta um projeto de pesquisa cujo objetivo é mapear o sistema de crenças de alunos e professores dos cursos de Licenciatura em Letras Vernáculas, Língua Inglesa, Língua Francesa e Língua Espanhola da Universidade Estadual de Feira de Santana acerca (1) do processo de aprendizagem de línguas estrangeiras, (2) dos fatores que influenciam tal processo, e (3) das estratégias eficazes de aprendizagem, através da identificação de semelhanças e diferenças entre estes grupos. Tais crenças impactam e interferem nos resultados obtidos pelos alunos bem como nas estratégias de ensino adotadas pelos professores. A cadeia de influência recíproca é significativa: as crenças dos alunos balizam as estratégias de aprendizagem que eles põem em prática; as crenças dos professores não apenas intervêm naquelas dos alunos, mas, acima de tudo, determinam as formas de organização do ensino e da avaliação. Pretende-se que os resultados da pesquisa permitam compreender as representações de chegada e de saída, os fatores que podem influenciar tais mudanças e, essencialmente, o impacto das crenças na formação dos licenciados.Palavras Chave: Crenças. Aprendizagem de Línguas Estrangeiras. BALLI. Projeto de pesquisa.Abstract: This article presents a research project whose objective is to map the belief system of students and teachers of undergraduate courses in Portuguese, English, French and Spanish Languages of Feira de Santana State University about (1) the foreign language learning process, (2) the factors that influence this process, and (3) their effective learning strategies, by identifying their similarities and differences. These beliefs have an impact on and interfere in students results. They also affect teaching strategies. The chain of reciprocal influence is significant. On one hand, students' beliefs guide the learning strategies they put into practice. On the other hand, not only do teachers' beliefs intervene in those of the students, but they also determine teaching and evaluation choices. This research results might allow us to better understand and compare beliefs of freshmen and senior students, the factors that influence probable changes in their beliefs during their educational process and, essentially, the impact of beliefs on teaching training.

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Language Learning Belief Factors Affecting English Achievement

Kim¹

2012

englishteaching

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Kim, Kyung Ja. (2012). Language learning belief factors affecting English achievement. English Teaching, 67(4), .The purpose of the study was to identify Korean high school students' beliefs about L2 learning and a structural model that best explains the belief factors associated with L2 achievement using structural equation modeling (SEM). It has furthermore explored the effect of gender on the structural model of belief factors affecting L2 achievement. A total of 447 students (253 boys, 194 girls) at two schools completed a questionnaire containing 26 Likert-scale items. The results produced five underlying constructs: selfefficacy of English learning, importance of grammar learning, role of teacher feedback, importance of accuracy, and nature of English learning. The final SEM model showed that both self-efficacy of English learning and importance of grammar learning were positive, direct, and significant predictors of L2 achievement. Role of teacher feedback and nature of English learning, however, were indirectly related to the L2 achievement through the mediating role of self-efficacy of English learning. The study also provided empirical evidence that gender moderated the causal relationships among belief factors affecting L2 attainment. Based on the findings, pedagogical implications to improve L2 instruction were suggested.Applicable levels: secondary education

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Percepciones de Estudiantes de la Enseñanza de Inglés en cuanto al Aprendizaje de Idiomas y su Relación con el Género

Cited by 16 publications

References 22 publications

Pre-service Teachers’ Belief Change and Practical Knowledge Development during the Course of Practicum

Pre-service Teachers’ Belief Change and Practical Knowledge Development during the Course of Practicum

Estudo das crenças de professores e alunos dos cursos de Licenciatura em Letras da Uefs sobre o processo de aprendizagem: oportunizando caminhos de pesquisa

Language Learning Belief Factors Affecting English Achievement

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