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Autor/inLiu, Xinmiao
TitelA Longitudinal Study of Dynamic Changes in and Contributing Factors of Learner Belief of Chinese Foreign Language Learners
QuelleIn: English Language Teaching, 11 (2018) 7, S.61-70 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1916-4742
SchlagwörterEnglish (Second Language); Second Language Learning; Second Language Instruction; Learning Strategies; Anxiety; Communication (Thought Transfer); Learning Motivation; Language Proficiency; Self Efficacy; Longitudinal Studies; Attitude Change; Student Characteristics; Difficulty Level; Cognitive Style; Foreign Countries; College Students; Student Attitudes; Measures (Individuals); Regression (Statistics); Language Tests; Statistical Analysis; China; Strategy Inventory for Language Learning; International English Language Testing System
AbstractA longitudinal study was conducted to assess changes in and contributing factors of learner belief for a sample of 70 Chinese foreign language learners. Foreign language proficiency and learner factors such as learner belief and learning strategy were measured four times at approximately fifty-day intervals. The results show that there were significant changes in self-efficacy belief, belief about learning difficulty and belief about learning strategy. The major contributing factors to changes in self-efficacy belief include learning strategy, effort, foreign language anxiety, motivation and foreign language proficiency. Meanwhile, learning style, learning strategy and foreign language anxiety have significant effects on changes in learner belief about learning strategy. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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