How Gamification Affects Students' Engagement and Language Learning Beliefs in Pre-Class Learning of Flipped EFL Courses

2020 ◽  
Author(s):  
Hua Yin ◽  
Yang Chen
Keyword(s):  
Language Learning ◽  
Learning Beliefs ◽  
Language Learning Beliefs

Beliefs about foreign language learning among students training to teach English as a foreign language

2011 ◽  
Vol 39 (5) ◽  
pp. 645-653 ◽  
Author(s):  
Julide Inozu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Learning Beliefs ◽  
Trainee Teachers ◽  
Teachers Beliefs ◽  
Language Learning Beliefs

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

Investigating education students’ language learning beliefs and motivation for learning English

2021 ◽  
Vol 54 (1) ◽  
pp. 95-121
Author(s):  
PraysGod Mhlongo ◽  
Colleen Du Plessis ◽  
Albert Weideman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Intermediate Phase ◽  
Language Learning Strategies ◽  
Education Students ◽  
Learning Beliefs ◽  
Motivation For Learning ◽  
Language Learning Beliefs ◽  
Learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase  educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a  cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies 

scholarly journals Exploring the Effects of Recursive Conversations on L2 Learner Beliefs

2019 ◽  
Vol 2018 (1) ◽  
pp. 143
Author(s):  
David Bowyer
Keyword(s):  
Language Learning ◽  
English Learners ◽  
First Year ◽  
Learning Beliefs ◽  
Learner Beliefs ◽  
Multiple Partners ◽  
Language Learning Beliefs ◽  
Belief Changes ◽  
Present Case Study

Recursion, developed from sociocultural perspectives on language learning, has been described by Kindt (2004) as the “return to a similar experience—but with wider knowledge” (p. 15). By engaging in recursive conversations, learners can iterate on their L2 oral interactions through the use of interaction-focused feedback and conversations with multiple partners. This study builds on preliminary research by Murphey (2003) and Kindt and Bowyer (2018) that explored the effects of recursion on learners’ L2 competence and beliefs but were too broad in scope and worked with limited data. This present case study employed a mixed methods approach in which interviews and surveys were conducted with 48 first-year English learners at a Japanese university, with the aim of examining the effects of recursive conversations on language learning beliefs. Results indicated belief changes in the areas of (a) peer interaction, (b) L2 oral competence, and (c) self-efficacy. However, further research is required. 反復とは、言語学習における社会文化理論の観点において発展した、「より幅広い知識を持ち、類似した経験に戻ること」であると定義されている（Kindt, 2004, p. 15）。反復会話活動を通して、学習者は第二言語を用いて多様なパートナーとの活動とフィードバックを受ける機会を得ることができる。本研究は、反復活動の学習者の第二言語習得度及び学習者の言語学習における考えに対しての効果について焦点が置かれたMurphey（2003）とKindt & Bowyer（2018）の研究に基づいて行われた。本事例研究では、反復会話活動の学習者の言語学習に関する考えに対しての効果について調査するために、日本の大学に在籍する1年生48名を対象としてインタビューとアンケートを用いての混合研究法が実施された。結果として、学習者の考えは、（1）ピアインタラクション（仲間との対等の相互作用）、（2）L2口頭（言語）能力、（3）自己効力感の3つの分野において変化が示された。しかしながら、より明確な結論を導き出す前に、さらなる研究調査の実施が必要とされるだろう。

scholarly journals Comparative Language Learning Beliefs: Why Aptitude Matters

2017 ◽  
Vol 1 (2) ◽  
pp. 129
Author(s):  
Laura V. Fielden Burns ◽  
Mercedes Rico García
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Language Learning Strategies ◽  
Language Aptitude ◽  
Learning Beliefs ◽  
Language Classroom ◽  
Class 1 ◽  
Language Learning Beliefs

<p class="1"><em>Language Learning Beliefs</em><em> (LLB) are an important area for foreign and second language learning research that has grown considerably over the last decade, and which spans multi-disciplinary fields across education, linguistics and psychology (Martínez Agudo, 2014). These beliefs have become more important as they affect motivation and perhaps even language learning strategies (Zare-ee, 2010), though more research must be done in the latter area (Martínez Agudo, 2014). One understudied branch of LLB is that of language aptitude. Beliefs concerning language aptitude are not new, given that they appeared as a staple area of Horwitz’s seminal research for the BALLI questionnaire (Beliefs About Language Learning Inventory) (1987). However, beliefs on language aptitude need to be revisited given the multiple studies in social psychology on how beliefs affect learning when considering a given quality as innate or learned (Dweck, 2014). These studies show how believing intelligence to be fixed or incremental has a variety of consequences for learners that are fundamental for their long-term success in the classroom. Our aim in this paper is to merge these pertinent concepts to the foreign language classroom, in particular because the belief that intelligence is fixed or incremental mirrors the long-standing debate over language aptitude as innate or learned. </em></p>

scholarly journals Message from editor

2017 ◽  
Vol 12 (2) ◽  
pp. 46
Author(s):  
Cigdem Hursen
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Serious Game ◽  
English Language Learning ◽  
Guidance And Counseling ◽  
Application Process ◽  
Learning Beliefs ◽  
Educational Sciences ◽  
Language Learning Beliefs

From the Editors Huseyin Uzunboylu, Cigdem Hursen Dear Colleagues It is a great honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences which has 5 articles written by authors from Cyprus, Portugal and Turkey.   The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all authors who have contributed to this issue. There are different focuses in the articles. For example, Sibel Ersel Kaymakamoğlu aimed to explore the English language learning beliefs of the students studying in the Guidance and Counseling Department at one of the Universities in Northern Cyprus. It also explored if the participants’ perceptions about English language learning showed differences according to gender and age. The findings revealed significant differences between the male and female participants’ perceptions about English language learning beliefs. On the other hand, İshak Kozikoğlu aim of this research is to analyze the studies concerning challenges faced by novice teachers in terms of various aspects and compare challenges according to location of the studies conducted in Turkey and abroad. Another study conducted by Fernando Almeida. They describe the experience of using a serious game in the entrepreneurship field in the context of the classroom. For that, they adopt a quantitative research technique based on a survey research to measure the different characteristics experienced by higher education students when using serious games in the classroom to learn entrepreneurship. The students have multidisciplinary competences, coming from courses with strong emphasis in the area of management and technology. The use of the serious game allowed students to develop skills mainly in terms of innovation, leadership, strategic thinking, problem solving, business launch and risk management. Also, Belkıs Tekmen aim of this study is to review and discuss some of these components of preschool teacher education in the Turkish context such as the student selection policy, faculty development, recruitment policies and competencies of the graduates. Finally, Huseyin Bicen and Senay Kocakoyun aimed to determine the opinions of students who participated in the development and application process of an Android application named NEU-CEIT about the mobile learning environment, educational and sharing structure of the developed application. According to the results, it was revealed that outcomes related with the usage structure of the developed application were positive, educational structure of the application is appropriate to follow the curriculum, it is rich in terms of materials and it might be one of the applications that students can use for communication. I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to publish their articles, and also all reviewers working seriously in this process.  Best regards, Editor-in-Chief Prof. Dr. Huseyin Uzunboylu Executive Editor Assoc. Prof. Dr. Cigdem Hursen

Sign in / Sign up

Export Citation Format

Share Document