Learning Beliefs Research Articles

The Effect of Foreign Students' Korean Learning Beliefs on the Second Language Communication Ability

The Effect of Foreign Students' Korean Learning Beliefs on the Second Language Communication Ability

An Analysis of Pakistani ESL Learners' L2 Learning Beliefs

An Analysis of Pakistani ESL Learners' L2 Learning Beliefs

Mediating Effect of Pedagogical Content Knowledge on the Relationship Between Language Learning Beliefs and English Self-Efficacy of Students

Mediating Effect of Pedagogical Content Knowledge on the Relationship Between Language Learning Beliefs and English Self-Efficacy of Students

Exploring Belief, Expectation and Behaviour in Learning A Foreign Language

There are many reasons that motivates people to learn a new language. Some people learn a language for practical reasons. Some just love the language and its people. Motivation to learn a language is the pushing factor for the learners to succeed. This motivation sometime becomes the drive for the learners participate in the learning process. This then reduces their fear of learning the language. This study is therefore done to investigate the influence of fear on the learning if a foreign language. This study used the classic theory of self-fulling prophecy by Merton (1948) as the base. The three factors in self-fulfilling prophecies ( beliefs, expectations and behaviour) are scaffolded onto the three constructs of fear of foreign language learning to form the main variables of the study. 100 participants were purposely chosen. The survey adapted from Horwitz, Horwitz and Cope (1986). Apart from the demographic profile in Section A., there are 3 other sections. Section B has 11 items on beliefs, section 7 has 10 items on expectation and section D has 15 items on behaviour. Findings showed that learners beliefs, expectations and behaviour form the self-fulling prophecy in the learning of a foreign language. Learners beliefs such as being frightened and not being able to understand the teacher made them nervous of the learning activity. Next, the nervousness, is making them worry if they are unable to answer questions from the language teacher. Finally their behaviour is their justification for what they belief in themselves and how they expect their outcome of the learning to be. The findings in this study add to the existing theoretical framework on motivations to learn foreign languages.

ELT Students’ Language Learning Beliefs and the Correlation to English Proficiency

There are various factors affecting an English learner to be able to learn English successfully. These factors may influence one’s learning pace and difficulties. One factor that is often referred to in many studies is the learner’s belief. The diverse beliefs of English learners are often said to be an influential factor to their language achievement. Based on this notion, this paper makes an effort to prove the correlation between the students’ language beliefs and achievement. This study focuses on students of English Language Teaching (ELT) as the participants. The ELT students’ beliefs are concluded from the questionnaire adapted from Horwitz’s Beliefs About Language Learning Inventory (BALLI). Then, using the quantitative research approach, the results from the questionnaires are correlated to the students’ score of English proficiency test using Pearson correlation with SPSS 26. In the end, the result of the study shows positive beliefs by the ELT students. However, its correlation to language proficiency is not significant.

Existing in Higher Education as a Post-9/11 United States Veteran: Challenges and Opportunities

The journey to Iraq and beyond is not as straightforward as one might think. The author of this piece was an older recruit when he joined the military, as a surprising number of medics in his unit were. Moral Foundations Theory guides this article, as it is the learned beliefs the author has from a child that influenced many of the decisions he made, which are discussed herein. The goals of this article are to first supply a background that helps situate the author’s lived experiences, second to share some of those lived experiences to provide greater context, and third to illustrate how the author’s military service shaped his experiences in the academy as an undergraduate student, graduate student, and faculty member. The author hopes this article helps those unfamiliar with the military understand what their students and colleagues, especially those who have served since September 11, 2001, experience and gain a new perspective. The author also hopes this article helps other military veterans who may have had similar experiences realize that they are not alone.

High school mathematics teachers' changes in beliefs and knowledge during lesson study

AbstractThis research investigates how a lesson study (LS) on designing and implementing challenging tasks impacts Vietnamese high school mathematics teacher knowledge and beliefs. Its contribution highlights cultural considerations when adopting LS to the forefront to contextualize the impacts. The results show that the teachers developed their specialized content knowledge by attending to students’ mathematics and creating cognitive conflicts building on student responses. The teachers changed their curriculum knowledge from implementer to transformer, improved knowledge about content and students attending to difficulties and misconceptions, and enhanced their knowledge about content and teaching in ways they designed, sequenced, and evaluated approaches that fit student learning. Finally, they changed their beliefs about mathematics to a comprehensive view of knowledge, mathematical proficiency, and sophisticated beliefs of teaching and learning. Discussion about the essence of LS when adopting it to different cultures is included.

Insights into Teacher Beliefs and Practice in Primary-School EFL in France

Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘sceptical’ teachers. The PPP (n = 72) group employed the smallest range of teaching activities and rarely taught older pupils. The CLT group (n = 60) tended to have higher English proficiency and more in-service training and offered the widest range of oral activities. The sceptical group (n = 85) took no strong theoretical position, had lower English proficiency, and focused on listening and speaking skills. We found no correlation between teacher age and language learning beliefs or teaching practices. However, teachers who offered a wider range of activities in any of the five competences tended to have more in-service training and higher English proficiency. Further correlations were found between oral language teaching and technology integration, and written language teaching and teaching experience. The paper concludes with links to previous teacher cognition research and suggestions for teacher education.

Grammar Anxiety Scale: The Validity and Reliability Study

Anxiety is an affective variable that impacts learning negatively by impeding cognitive progress. Anxiety is associated with learners’ individual differences such as beliefs, attitudes, expectations, motivation, and emotions. It has been determined in many studies that anxiety affects language learning negatively and interferes with many types of learning. The purpose of this study is to develop a measurement tool that will determine the level of anxiety students experience or may experience during the learning process of grammar. The population of the study consists of Turkish Language Teaching students receiving education in the academic year of 2019-2020. The sample of the study comprised of 328 participants who were selected by the random sampling method among the students studying at public university in Turkey. When scale score ranges are examined, it is seen that high scores indicate high anxiety, and low scores indicate low anxiety. It was verified as a result of the analysis that the sub-factors of the scale are the components of this structure, which is called grammar anxiety, and that they form the determined structure together. It was concluded that the model and goodness of fit indices are at acceptable levels. The scale sub-factors of Cronbach's Alpha internal consistency coefficient were .92 for "emphasis on grammar learning", .87 for "learner beliefs" and .88 for "grammar learning experience". The internal consistency coefficient obtained for the whole scale was determined as .92. The obtained values also show that this scale is a reliable measurement tool for measuring grammar anxiety.

Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment

Recent studies have pinpointed the critical and optimal role of self-regulated learning (SRL) in strategy instruction in second/foreign language (L2) research. To provide empirical grounding for developing self-regulated, strategic learners, this study developed an integrated model of SRL strategy instruction which was integrated with formative assessment and a process-genre approach and then examined its effects on L2 writing quality and motivational beliefs. This was a quasi-experimental research design, in which the experimental group received a 16-week SRL strategy instruction while the comparison group received a regular writing course over the same time period. Pretest, posttest, and delayed posttest of writing performance were conducted to examine students’ changes in writing quality in terms of content, organization, vocabulary, language, and mechanics. A self-report questionnaire was administered to both groups in the pretest and the posttest to investigate the development of motivational beliefs (i.e., task value, intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance). Results of mixed factorial ANOVAs revealed the experimental group outperformed the comparison group in the overall writing scores and the subscores (e.g., content, organization, vocabulary, and language) in the posttest and the delayed posttest. In addition, the intervention helped students develop a higher level of task value, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance. Data collected from reflective journals showed that EFL students reported increased levels of self-regulated, strategic behavior as a results of engaging in classroom formative assessment activities. • Formative assessment promotes effects of self-regulation instruction. • Self-regulation strategy intervention improved L2 writing quality. • The intervention improved students’ task value and extrinsic goal orientation. • The intervention helped students develop active control of their learning beliefs. • The intervention helped students become more self-efficacious in learning to write.

The Effect of Answering Pre-questions and Evaluating Confidence in Preparation on Learning in Classroom Instruction

This study examined effective means of preparatory learning for upcoming classroom instructions. In a summer seminar on history, 76 junior high school students were assigned to three experimental groups: the answering pre-questions group, the rating confidence group, and the answering and rating confidence group. The results showed that answering pre-questions enabled students to integrate information in classroom lessons, while the rating confidence directed students’ attention to information in classroom lessons related to pre-questions. This study also revealed that, especially for students with low meaningful learning belief, rating confidence is effective. Suggestions for educational practices and future studies are discussed.

Relations of previous English achievement with college academic achievements as mediated by English learning beliefs

Learning is the result of many factors that interplay within individuals. That is why most learning variables affect academic performances of learners in one way or another though the strength of their predictive power could vary. The present study aimed to examine the effects of previous English achievement on English learning beliefs (ELBs) that would consequently affect college academic performances. Four hundred and seventy three respondents participated in the study through multistage sampling. A 15 items questionnaire with a 5-point Likert Scale was used to measure students' English learning beliefs. Self-reported Ethiopian Higher education Entrance Examination result of English achievement of students was used to represent their previous English results, while a 25 items teacher-made test was used to assess students' English achievement. First year first semester Grade Point Average was also used from students themselves. The principal factor analysis method produced three dimensions of English learning beliefs: combined beliefs about authority and difficulty, nature of English language learning, and risk-taking beliefs. Coefficient alpha values of the components ranged from 0.77 to 0.92. Multiple regression and structural equation modeling were employed to analyze the collected data. The results indicated that past English achievement had significant direct and indirect effects on English test scores and semester grade point average (SGPA) at college. The study discussed the results and educational implications were forwarded.

The role of motivation in predicting academic success of Medical students in Online Courses

Objective: To assess the correlation and predictive value of different constructs of motivation in achieving academic success in online medical course. Study Design: Cross sectional, analytic study using Convenience sampling. Place and Duration: The study was conducted in the Anatomy Department at Foundation University Medical College 1st June 2020 to 1st Dec 2020. Methodology: First and Second year MBBS Students (n=210) undergoing an online course were administered the “Motivational strategies” component of “Motivated Strategies for Learning Questionnaire” in which the students rated themselves on Likert scale. After the course, the students were assessed by a test. The “Motivational constructs” which included, “Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task value, Control of Learning Belief, Self-efficacy for learning and performance and Test Anxiety” were considered as independent variables, whereas the test scores were the dependent variable. The normality of the data was confirmed and Correlation coefficient for each scale with the test scores was calculated using Pearson’s test. Significance was calculated using ANOWA. A p value of ≤ 0.05 was considered statistically significant. Predictive validity of motivational scales for academic success were calculated for both courses by applying Multiple Regression analysis. Results: The Correlational coefficient was highest for “Test Anxiety”(r=-0.718). Multiple Regression analysis revealed that 71.9% (R square=0.719) of the variance is explained by “Test Anxiety” and “Extrinsic goal orientation.” The Beta value “Test anxiety” was -0.576 making it the largest contributor to the variance. Conclusion: Among the Motivational constructs, “Test Anxiety” has the strongest correlation and is a powerful negative predictor of Academic success in online medical course. Keywords: Academic success, Extrinsic Goal Orientation, Intrinsic Goal Orientation, Motivation; Online course, Test Anxiety

항공서비스 전공 대학생의 영어 학습신념, 학습전략과 학업성취도의 관계 분석

The purpose of this study is to investigate the relationship of English learning beliefs and strategies on their academic achievement of Airline Service department’s students. The questionnaires from 233 students were collected in April in 2022. Collected data was analyzed by utilizing SPSS 20.0 Statistical Program.BR Firstly, it shows that both

Effects of English learning beliefs on English achievement: academic emotions as mediators

This study aimed to investigate the effects of English learning beliefs (ELBs) on English achievement via academic emotions (AEs). The study also examined gender and domain differences in ELBs and AEs. English learning beliefs involved in this study included beliefs about authority, difficulty, risk-taking, and the nature of English language learning. Among academic emotions, this study used only embarrassment, anxiety, and enjoyment. Undergraduate students (N = 440) were selected using the multistage sampling technique. The study used an English achievement test and closed-ended questionnaires to collect data. The study employed exploratory factor analysis (EFA) to factorize the dimensions of English learning beliefs and academic emotions. The present researchers employed structural equation modeling to determine the direct and indirect effects of English learning beliefs on English test scores; an independent samples t-test to explain gender differences (m = 315, f = 125); and multivariate analysis of variance (MANOVA) to assess group differences (social science = 154, natural science = 194, and technology group = 92) in dimensions of ELBs and AEs. The findings indicated that English learning beliefs had both direct and indirect effects on English achievement via embarrassment, anxiety, and enjoyment. Further, significant gender differences took place in authority belief, risk-taking belief, difficulty belief, embarrassment, and anxiety, but no gender difference took place in enjoyment. Further, MANOVA results showed significant domain differences in all English learning beliefs, embarrassment, and anxiety that favored the technology group. Finally, the article provides details of the analysis results, interpretations, discussions, and implications of the study.

Determinants of Saudi EFL Learners’ Beliefs about Learning EFL

Language learners’ beliefs constitute an individual difference variable that profoundly influences language-learning behavior and significantly contributes to the process and ultimate success of language learning. This article identifies the beliefs Saudi learners hold about learning English as a foreign language (EFL). The analysis first addresses Saudi EFL learners’ perceptions of English, followed by a discussion of Saudi EFL learners’ experiences with learning English. The discussion also addresses these learners’ expectations about studying English and concludes by pinpointing the importance of understanding the distinct language-learning beliefs of Saudi EFL learners and highlighting all factors that could affect these beliefs. Moreover, this conceptual article offers measures and progressive ideas to consider that will help Saudi EFL teachers reinforce more productive and insightful language beliefs that have a facilitative effect on language learning and keep Saudi EFL learners from developing debilitative conceptions of language-learning beliefs. This work also highlights several research directions and pedagogical implications.

Conceptual Metaphors: an Insight into Teachers’ and Students’ EFL Learning Beliefs

Teachers and students hold their own language learning beliefs about English as a Foreign Language (EFL). In the classroom, students’ and teachers’ beliefs interact, which might result in either tension or opportunities for change. Considering that it might be difficult to evoke some of the participants’ beliefs, this study opted to analyze conceptual metaphors as an indirect way to elicit them. Metaphors are part of our thoughts and actions and, sometimes, they are the only way of organizing and expressing our experiences coherently (Lakoff & Johnson, 2003). This study analyzed, through metaphor analysis, how students’ beliefs about learning EFL relate to the teacher’s selection and use of language learning strategies (LLS) in the classroom. The study occurred at an English Institute in Montevideo, Uruguay, between October and November 2018. The methodology of this multiple case study was qualitative. The participants were three EFL teachers and four groups of students ranging from basic to advanced level. Students were asked to respond to the following prompt with a metaphor: “For me, learning English as a foreign language is (like)… because…”. Then they wrote a letter advising a future EFL student. Teachers answered a structured interview in which they provided a metaphor describing the work with their groups. The most heterogeneous group in terms of age was selected for a follow-up structured interview. Results indicate that metaphors not only shed light upon how students perceive their learning process, but also encourage reflection. The study also found that several factors influence teachers’ selection of language learning strategies, including the role of international exams. We can conclude that visible interactions that happen in class are like the tip of an iceberg - beliefs lie hidden from view.

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs.

This study validated the Flipped English Learning Readiness Questionnaire, and examined its relationships with teacher instructional practices, English learning self-efficacy, and language learning beliefs. A total of 442 Chinese university EFL students voluntarily participated in this research. Exploratory and confirmatory factor analysis resulted in determination of five flipped English learning readiness factors (i.e., doing previews, in-class communication self-efficacy, positive experience, intentional behaviors, and self-directed learning) with a strong psychometric basis. The composite reliability, average variance extracted, and HTMT ratio of correlations further confirmed the convergent and discriminant validity of the Flipped English Learning Readiness Questionnaire. Structural equation modeling analysis suggested that English learning self-efficacy was a significant predictor of student flipped English learning readiness among students from different year-levels. Autonomy-supportive instructional practices significantly predicted year 2 students’ self-directed learning while grammar/translation-oriented learning had a significantly positive influence on year 3 students’ positive flipped learning experience and intentional behaviors.

Do beliefs matter? The relationship between beliefs about peer feedback and peer feedback outcomes on pronunciation

This study investigated the relationship between learner beliefs about peer feedback and development of second language (L2) pronunciation skills after peer feedback on pronunciation had been used in the classroom. Seventy-four first-year learners of German were assigned to a peer feedback provider group, a peer feedback receiver group, and a control group. After completing a questionnaire designed to elicit learner beliefs about peer feedback, the provider group and the receiver group received general pronunciation training. Following the training, the provider group gave feedback to peers on their pronunciation and the receiver group listened to this feedback. Participants’ learning gains were measured by means of native speaker comprehensibility ratings of their productions both before and after the intervention. Statistical analyses revealed significant, positive relationships between learner beliefs about peer feedback and their learning gains. These results suggest that learners who held more positive beliefs about peer feedback tended to improve more after peer feedback had been implemented into their classroom. Pedagogical implications of these findings are discussed.

Deep Learning Algorithm-Based Magnetic Resonance Imaging Feature-Guided Serum Bile Acid Profile and Perinatal Outcomes in Intrahepatic Cholestasis of Pregnancy.

This study was aimed to explore magnetic resonance imaging (MRI) based on deep learning belief network model in evaluating serum bile acid profile and adverse perinatal outcomes of intrahepatic cholestasis of pregnancy (ICP) patients. Fifty ICP pregnant women diagnosed in hospital were selected as the experimental group, 50 healthy pregnant women as the blank group, and 50 patients with cholelithiasis as the gallstone group. Deep learning belief network (DLBN) was built by stacking multiple restricted Boltzmann machines, which was compared with the recognition rate of convolutional neural network (CNN) and support vector machine (SVM), to determine the error rate of different recognition methods on the test set. It was found that the error rate of deep learning belief network (7.68%) was substantially lower than that of CNN (21.34%) and SVM (22.41%) (P < 0.05). The levels of glycoursodeoxycholic acid (GUDCA), glycochenodeoxycholic acid (GCDCA), and glycocholic acid (GCA) in the experimental group were dramatically superior to those in the blank group (P < 0.05). Both the experimental group and the blank group had notable clustering of serum bile acid profile, and the experimental group and the gallstone group could be better distinguished. In addition, the incidence of amniotic fluid contamination, asphyxia, and premature perinatal infants in the experimental group was dramatically superior to that in the blank group (P < 0.05). The deep learning confidence model had a low error rate, which can effectively extract the features of liver MRI images. In summary, the serum characteristic bile acid profiles of ICP were glycoursodeoxycholic acid, glycochenodeoxycholic acid, and glycocholic acid, which had a positive effect on clinical diagnosis. The toxic effects of high concentrations of serum bile acids were the main cause of adverse perinatal outcomes and sudden death.