Investigating the relationship between belief and action in self-directed language learning

Abstract

Abstract Employing the principles of a contextual approach to learner belief research and applying it to a self-directed learning context at a Japanese university, this longitudinal study investigates the complex interplay between beliefs and actions and its contribution to the development of language learning skills. Through the triangulation of various qualitative data sources, including language learning histories and reflective accounts of students’ self-directed learning actions, with detailed documentation of these actions, we demonstrate the differing belief trajectories of two learners, and the role interaction played in the emergence, appropriation and refinement of their beliefs. In illuminating the important role that action plays in this belief development, this paper further problematises the validity of research which depends primarily on learner belief statements and suggests that future research on beliefs would benefit from in-depth examination of behaviour. It is argued that only through centralising the role of action that researchers will be able to gain a more precise understanding of the true nature of a learner’s beliefs.