Comparative Study of English Learning Beliefs between Chinese and Korean College Students in Minority Region

Autor/in	Yan, Haiying Yan
Titel	Comparative Study of English Learning Beliefs between Chinese and Korean College Students in Minority Region
Quelle	In: English Language Teaching, 13 (2020) 2, S.97-105 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Language Attitudes; College Students; Foreign Countries; Asians; Self Efficacy; Citizenship; Minority Group Students; Beliefs; Learning Motivation; Academic Achievement; Geographic Regions; Universities; Institutional Characteristics; Teacher Role; China; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Collegestudent; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Self-efficacy; Selbstwirksamkeit; Staatsbürgerschaft; Belief; Glaube; Motivation for studies; Lernmotivation; Schulleistung; University; Universität; Lehrerrolle; Korea; Republik
Abstract	Beliefs are a central construct in every discipline. Meanwhile, students' beliefs about language learning play an important role in their language motivation, attitude and achievement. This study intends to explore the current situation of the English learning beliefs of College students in Minority Regions in China and then attempts to find out the similarities and differences in English learning beliefs between Chinese and Korean students. The results show that self-efficacy is the most important factor affecting non-English major sophomores of minority regions. And there are clear differences exist between two sub-scales of English learning beliefs. (As Provided).
Anmerkungen	Canadian 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01