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1
Liu, Jian, and David Rutledge. "Pre-service Teachers’ Beliefs about Language Learning Inventory (BALLI) on Bilingualism: Getting Insights to Developing Knowledge." English Language Teaching 13, no. 9 (August 10, 2020): 30. http://dx.doi.org/10.5539/elt.v13n9p30.
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The goal of pre-service teacher (PST) programs is to provide students with pragmatic working experience and pedagogy that they need for becoming eligible teachers. In a bilingual classroom, however, some perspectives about second language learning (SLL) held by PSTs are too arbitrary. To assist PSTs in developing concepts of second language acquisition as related to educational settings and to cultivate PSTs’ burgeoning educational beliefs, this study was conducted using the Beliefs About Language Learning Inventory (BALLI). Seventeen PSTs who were enrolled in a university located along the southern U.S. border provided data for the present study. Three of the 27 belief statements included in the BALLI survey were critically analyzed. This critical analysis explored why certain PSTs’ beliefs about second language learning diverged from social reality at schools. Based on the analysis and results from our findings, suggestions about how to improve the bilingual education for PSTs are provided.
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Rahmawati, Fithriyah. "The undergraduate students’ beliefs about English language learning; a survey study in Madurese context." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 14, no. 2 (August 21, 2020): 60. http://dx.doi.org/10.30595/lks.v14i2.7637.
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The discussion in line with students’ beliefs about language learning is still popular nowadays since it is believed that the student’s beliefs may influence the language learning process, such as motivation, learning style, and strategies, etc. which later ultimately affected the success of language learning. This study was conducted to investigate how students of the English program at IAIN Madura (State Islamic Institute of Madura), Indonesia, express their beliefs about English language learning. This study was implemented in terms of survey study in which the data was primarily gathered by administering the questionnaire entitled Beliefs About Language learning Inventory (BALLI) of Horwitz’s (1987). The questionnaires were administered to students of English teaching and learning program through Google form. About 144 undergraduate students in the first year have participated in this study. The finding revealed the students’ beliefs in terms of percentage of agreements in all area of BALLI, namely language aptitude, the strategy of learning and communication, the nature of learning language, motivation and expectation in learning, and the difficulty faced by students
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Bataineh, Khaleel Bader Al. "English Language Learning Beliefs of Jordanian Students: The Effect of Gender." International Journal of English Linguistics 9, no. 2 (February 24, 2019): 219. http://dx.doi.org/10.5539/ijel.v9n2p219.
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English language learning beliefs play a key role in the language learning process, especially among EFL (English as a foreign language) learners. This study seeks to clarify English learning beliefs among EFL students in Jordan, and to examine whether female and male learners differ in these beliefs. Horwitz’s (1987) Language Learning Beliefs Inventory (BALLI) was adapted to gather relevant data from 83 English major participants at a private university during regular classes. Frequency analysis and T-tests were then performed utilizing SPSS. The findings demonstrate that while Jordanian students are not sure about language difficulty, they are highly enthusiastic about learning the English language. Furthermore, female and male students only had significantly different results in two aspects of BALLI: 1) motivation and expectations and 2) difficulty of language learning. Hopefully, the results will provide constructive insights to lecturers concerning students’ beliefs about learning English, which will help improve the English-learning process in Jordanian universities.
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Pirotto, Christopher. "Learners’ Beliefs About Language Learning: A Factorial Investigation." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 162. http://dx.doi.org/10.37546/jaltpcp2018-22.
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It is important for language instructors to understand the language learning beliefs of their students. A language learner’s beliefs about how a language should be learned can cause learners to question the teaching ability of their language instructors. In this paper, are presented the results of an investigation to identify the language learning beliefs of Japanese university EFL students. Data was collected from 206 individuals using Horwitz’s (2013) Beliefs About Language Learning Inventory (BALLI) questionnaire. Exploratory factor analysis (EFA) was used to identify 6 commonly held beliefs about language learning. These 6 beliefs are presented along with a discussion about how the instructor used these beliefs to implement change in the classroom. 語学教員として大切なことは言語学習者のビリーフ（言語学習観、信念）を理解することだ。言語学習者のビリーフにおいて、どのように言語を学習するべきかという点で、学習者が、語学教員の指導能力を疑問視することが起こりうる。したがって、本論文では、英語学習をしている日本人学生の学習者のビリーフをつきとめるための調査結果を報告する。調査データは、206名からHorwitz’s (2013) Beliefs about Language Learning Inventory (BALLI) のアンケートを使用して収集した。Exploratory Factor Analysis (EFA) は言語学習において一般的に6つのビリーフがあることを明らかにした。その6つのビリーフをどのように教員が取り入れたら授業が変わるのかを協議しながら提示する。
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Gómez, Juan Fernando, Claudio Díaz Larenas, and Walter Darién Gómez Torres. "Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios." Praxis Educativa 16 (2021): 1–17. http://dx.doi.org/10.5212/praxeduc.v.16.16572.024.
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This research intends to analyze the strategies and beliefs through the Strategy Inventory for Language Learning (SILL) and the Beliefs About Language Learning Inventory (BALLI), respectively, and examine the correlations between both instruments with a sample of 303 university students. This corresponds to a descriptive correlational study carried out under a transactional design. The Mann-Whitney U test was used to find gender-related differences and the Spearman's Correlation Test to find correlation between both SILL and BALLI. Results indicated that the category of ‘social strategies’ is used more often and gender differences in ‘memory strategies’ were also identified.
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Palinkašević, Radmila, and Jovana Brkić. "Exploring the relationship between language learning beliefs and foreign language classroom anxiety." Research in Pedagogy 10, no. 2 (2020): 367–84. http://dx.doi.org/10.5937/istrped2002367p.
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Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.
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Kovačević, Ervin. "The relationship between lexical complexity measures and language learning beliefs." Jezikoslovlje 20, no. 3 (December 30, 2019): 555–82. http://dx.doi.org/10.29162/jez.2019.20.
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Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical complexity measures (Lu 2012; 2014) and four subscales of language learning beliefs that are suggested for Horwitz’s (2013) Beliefs about Language Learning Inventory—BALLI 2.0 (Kovačević 2017). For three semesters (Fall 2014, Spring and Fall 2015), 152 freshman students at the International University of Sarajevo responded to BALLI 2.0 and wrote in-class exam essays which were converted into an electronic format. The results show 15 statistically significant correlation coefficients between 14 lexical complexity measures and three BALLI 2.0 subscales. Overall, it may be concluded that the relationship between lexical complexity measures and language learning beliefs is statistically detectable. The findings imply that the lexical complexity framework offers valuable opportunities for exploring how and to what extent particular individual differences manifest in foreign language production.
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Ershad, Qurratulain, Maria Shiraz, and Shahzada Qaisar. "Language Learning Beliefs of Second Language Learners at Graduate Level in Pakistan." I V, no. I (March 30, 2020): 104–12. http://dx.doi.org/10.31703/glr.2020(v-i).12.
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The current research aimed at examining the beliefs of Pakistani graduate students towards English language learning and assessing the stability of their beliefs after six weeks. In the process of language learning beliefs play a pivotal role. Students beliefs about second language acquisition need to be studied so that appropriate approach can be adopted. To collect data, sixty graduate students were selected by purposive sampling. BALLI (Beliefs about Language Learning Inventory, Horwitz, 1987) tool was adopted and administered twice to collect the data. The results showed that the learners are motivated and keen to acquire English language. The respondents were apprised of the significance of foreign language acquisition and highlighted the importance of pronouncing the words correctly, meanings of new words, and the benefits of drills. The results also depicted that there is stability in most of students beliefs after six weeks.
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Wahdah, Nurul. "Dayakese Students’ Beliefs About Arabic Language Learning and Their Relation with The Language Learning Strategies." ALSINATUNA 4, no. 1 (December 21, 2018): 1. http://dx.doi.org/10.28918/alsinatuna.v4i1.1589.
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Language learners often bring their personal philosophy into foreign language learning. Beliefs about language learning might support to selecting the ways of learning in foreign language. This study aims at finding out the correlation between Dayakese students’ beliefs about language learning and their learning strategies in Arabic as a foreign language at Central Borneo, Indonesia. Sixty-one students were asked to participate in this study. The instruments used were Beliefs about Language Learning (BALLI) proposed by Horwitz (1988) and Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analyzing data, arithmetic mean, standard deviation and correlation coefficient of Pearson product moment were used. The findings can be explained as follows. 1) The aptitude, learning difficulty, and communication and learning strategies dimensions were at medium level, while nature of language learning and motivation & expectation dimensions were at high level. Generally, Dayakese students’ beliefs about Arabic language learning were at medium level; 2) The popular strategies used by Dayakese students were metacognitive and affective strategies; 3) The significant correlations were found between Dayakese students’ beliefs about language learning and their Learning Strategies in Arabic as a foreign language with coefficient correlation 0.431.
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Bachri, Aep Saeful, Dian Bayu Firmansyah, and Sudjianto Sudjianto. "Indonesian JSL Students Beliefs and Learning Strategies in Kanji Learning." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 2, no. 2 (December 22, 2017): 132. http://dx.doi.org/10.17509/japanedu.v2i2.8818.
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AbstrakPenelitian ini bertujuan untuk mengetahui beliefs serta strategi belajar yang digunakan oleh pembelajar bahasa Jepang sebagai bahasa kedua (JSL Indonesia) dalam mempelajari huruf kanji. Penelitian ini juga bertujuan untuk meneliti tentang hubungan antara beliefs yang dimiliki oleh JSL Indonesia terhadap pembelajaran kanji dan strategi belajar kanji yang digunakan oleh pembelajar JSL Indonesia. Penelitian ini dilakukan dengan menggunakan metode deskriptif statistik. Instrumen penelitian yang digunakan untuk pengumpulan data berupa angket dan interview. Ada dua jenis angket yang digunakan pada penelitian ini yaitu angket Beliefs About Language Learning Inventory (BALLI) dan angket Strategy of Inventory Language Learning (SILL). Sampel dalam penelitian ini yaitu mahasiswa/i Departemen Pendidikan Bahasa Jepang, Universitas Pendidikan Indonesia. Dari hasil penelitian di lapangan, diketahui bahwa pembelajar JSL memiliki beliefs yang positif terhadap proses penguasaan kanji serta menganggap kesulitan-kesulitan yang dihadapi dalam proses pembelajaran kanji, dapat diatasi dengan pemilihan strategi belajar kanji yang tepat. Pengampu mata kuliah kanji juga dianggap memiliki peranan yang sangat penting untuk membantu pembelajar JSL Indonesia, terutama dalam memperkenalkan strategi-strategi belajar kanji yang efektif dalam proses penguasaan kanji. Terdapat korelasi positif yang signifikan antara Metacognitive-Compensation strategies dengan. Dari temuan penelitian di atas, disarankan agar pengampu mata kuliah kanji selalu mengevaluasi keefektifan metode ajar yang digunakan untuk membantu pembelajar dalam mengembangkan strategi belajar kanji mereka, serta membimbing pembelajar agar menghindari strategi belajar kanji yang tidak efektif seperti penggunaan kartu kanji untuk mengingat kanji. The major purpose of this study were to find out about which kind of beliefs and learning strategies are used by Japanese as second language (JSL) students in studying Japanese character (kanji). In addition, this study also aims to examine how kanji learning beliefs relate to the use of kanji learning strategies by Indonesian university JSL students. This study was conducted with descriptive statistic method, using Lickert scale type survey questionnaire and short interviews. The self report survey questionnaire Beliefs About Language Learning Inventory (BALLI) and Strategy of Inventory Language Learning (SILL), was used to examine learners' beliefs in kanji learning and to determine about learning kanji strategies used by Indonesian JSL students. The subject in this current research were the Indonesia University of Education students who are majoring Japanese language as their second language. Survey questionnaire result showed that overall learners have a positive beliefs on the process of acquiring kanji and also consider that the difficulties experienced in kanji learning process, can be solve by employ appropriate kanji learning strategies. They also believe that teachers have an important role in providing them a wider range of appropriate kanji learning strategies, that help them to acquire kanji in more effective ways. The significant correlation found between Metacognitive-Compensation strategies and kanji learning beliefs. While negative correlation found between Association strategies and students beliefs. Based on these findings, it is highly recommends that teachers need to consider the effectiveness of teaching methods used, in order to help student develop their learning strategies and to aware them about the ineffective kanji learning strategies found in this study such as using kanji card to memorize a new kanji, etc.
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Khonamri, Fatemeh, Martina Pavlikova, Fatemeh Ansari, Natalia L. Sokolova, Andrey V. Korzhuev, and Elena V. Rudakova. "The impact of collaborative instruction of language learning strategies on language learning beliefs and learner autonomy." XLinguae 13, no. 4 (October 2020): 216–34. http://dx.doi.org/10.18355/xl.2020.13.04.16.
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Research on the relationship among language learning strategy, language learning beliefs and autonomy abounds in the literature. However, few studies have explored the possibility of promoting learners’ autonomy and changing their beliefs through instructing language learning strategies in a collaborative manner. In addition, most of the earlier investigations have been carried out through purely cognitive or sociocultural perspectives employing solely quantitative or qualitative methods. Using a socio-cognitive framework, the present study aimed at first, identifying the relationships among language learning beliefs, language learning strategies, and learner autonomy; and second, investigating the role of collaboration in using language learning strategies that would eventually lead to autonomy and change of beliefs. To collect data, a mixed-method design was applied. An autonomy questionnaire, Horwitz's BALLI (Beliefs about Language Learning Inventory, 1987) and Oxford's SILL (Strategy Inventory for Language Learning, 1990) were given to177 EFL learners at the University of Mazandaran in Iran. To supplement the quantitative data with qualitative data, negotiated interviews and the learners' selfreflection notes were used. The analysis was done using paired sample T-tests, SEM and also content analysis. The findings revealed that language learning beliefs affected the learners' autonomy through the mediation of language learning strategies. However, the instruction of the strategies did not have any effects on the learners' autonomy but it helped in changing their language learning beliefs. The qualitative analysis also led to identifying some categories, subcategories and their relationships to and effects on each other.
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Burns, Laura V. Fielden, and Mercedes Rico García. "Comparative Language Learning Beliefs: Why Aptitude Matters." Studies in Linguistics and Literature 1, no. 2 (July 25, 2017): 129. http://dx.doi.org/10.22158/sll.v1n2p129.
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<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>
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Kaymakamoglu, Sibel Ersel. "Examining the Guidance and Counselling Students’ Perceptions about English Language Learning Beliefs." Cypriot Journal of Educational Sciences 12, no. 2 (June 28, 2017): 47–57. http://dx.doi.org/10.18844/cjes.v12i2.1877.
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Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective have also been adopted and for more than three decades one of the main concerns of the researchers and practitioners have been on exploring the factors influencing the language learners in the learning and teaching process. ‘Learner beliefs’ have been identified as one of the main the sources of learners’ actions and decisions in this process. Therefore, in this study the researcher 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 investigated whether there were any differences in the student teachers’ perceptions about English language learning regarding gender and age. 132 first year student teachers studying in the Department of Guidance and Counseling Department at a University in North Cyprus were the participants of the study. 65 female and 67 male student teachers participated in this investigation. In order to collect data about the student teachers’ perceptions regarding English language learning “English Language Learning Beliefs Inventory (BALLI)” version 2 (Horwitz, 2013) was utilized. The questionnaire consisted of 44 items and the participants replied to each item according to the 5-point Likert Scale. The findings revealed that there were significant differences between the male and female participants’ perceptions about English language learning beliefs. The participant student teachers’ perceptions about language learning beliefs differed significantly in relation to age.
Key words: Learner beliefs, gender, age, learning and teaching.
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Suzuki, Sakae. "Emerged challenges for English education in Japan." Apples - Journal of Applied Language Studies 11, no. 1 (April 1, 2017): 5–11. http://dx.doi.org/10.17011/apples/urn.201702061368.
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Although Japanese students study English for 6 years as one of mandatory subjects in secondary school, they often demonstrate little success with it when they enter higher education. Many students come to university with emotional baggage, or negative thoughts on learning English. These negative functions may be associated with the beliefs that students develop before they come to university. These learner beliefs serve to determine the future behavior of students and hinder or enhance the learning process, thus, it may be effective to investigate the beliefs that limit student motivation and the characteristics of those negative beliefs. While many researchers still depend on the Beliefs about Language Learning Inventory (BALLI) (Horwitz, 1987) questionnaire to determine explicit beliefs, alternative approaches, particularly those designed to reveal implicit beliefs and emotions, can be helpful for understanding when and how it is appropriate for teachers to intervene in the promotion of learning. A new trend in belief studies uses visual outcomes such as drawings and photographs. Such visual accounts have rarely been used as research tolls in the study of language learning and teaching in Japan. In this note, the method of eliciting learners’ unconscious beliefs via drawings and interpretation of the drawings is discussed.
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William Tandang, Tracy Anak, and Marina Mohd Arif. "Beliefs About Language Learning, Role of Gender and Students’ Achievement in Relation to Second Language Anxiety." Asian Journal of University Education 15, no. 3 (December 31, 2019): 276. http://dx.doi.org/10.24191/ajue.v15i3.7813.
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The study has given a myriad of insights and a deeper understanding of the issue of second language anxiety, especially in Malaysia. This study encompassed several aspects of second language learning. This study focused on the relationship between second language anxiety and beliefs about language learning. Besides that, the role of gender in second language anxiety has also been one of the main focuses of the study. On top of that, this study also emphasized the effect of second language anxiety on second language achievement. To achieve the purpose, a study was conducted quantitatively among 334 respondents from a local public institution, which is a polytechnic in Negeri Sembilan. The respondents of the study were from Commerce Department which is the largest department in the institution. The respondents were the students from the third semester in the second year. This study used the modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI). From the study, it is found that the second language anxiety of the students is moderately related to their beliefs about language learning. Besides, the second language achievement is negatively correlated with the second language anxiety, thus explains the low performance while experiencing high level of anxiety. This study also reveals that there is no significant difference found between male and female students in second language anxiety. It is anticipated for researchers to continue and expand the field of study in order to continue contributing to the body of knowledge on second language anxiety.
KEYWORDS: Achievement, Beliefs, Gender influence, Second language anxiety
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William Tandang, Tracy, and Marina Mohd Arif. "STUDY ON BELIEFS ABOUT LANGUAGE LEARNING, ROLE OF GENDER AND STUDENTS’ ACHIEVEMENT IN RELATION TO SECOND LANGUAGE ANXIETY." Asian Journal of University Education 15, no. 3 (December 31, 2019): 1–9. http://dx.doi.org/10.24191/ajue.v15i3.01.
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The study has given a myriad of insights and deeper understanding on the issue of second language anxiety, especially in Malaysia. This study encompassed several aspects in second language learning. The study focused on the relationship between second language anxiety and beliefs about language learning. Besides that, the role of gender in second language anxiety has also been one of the main focuses in the study. On top of that, this study also emphasised on the effect of second language anxiety on the second language achievement. To achieve the purpose, a study was conducted quantitatively among 334 respondents from a local public institution, which is a polytechnic in Negeri Sembilan. The respondents of the study were from Commerce Department which is the largest department in the institution. The respondents were the students from the third semester in the second year. This study used the modified version of Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI). From the study, it is found that the second language anxiety of the students is moderately related to their beliefs about language learning. Besides, the second language achievement is negatively correlated with the second language anxiety, thus explains the low performance while experiencing high level of anxiety. This study also reveals that there is no significant difference found between male and female students in second language anxiety. It is anticipated for researchers to continue and expand the field of study in order to continue contributing to the body of knowledge on second language anxiety.
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Suryani, Fitri Budi, and Rismiyanto Rismiyanto. "The effect of microteaching lesson study on the beliefs of EFL student teachers." EduLite: Journal of English Education, Literature and Culture 6, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.30659/e.6.1.1-9.
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Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers� beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course.
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Mhlongo, PraysGod, Colleen Du Plessis, and Albert Weideman. "Investigating education students’ language learning beliefs and motivation for learning English." Journal for Language Teaching 54, no. 1 (March 3, 2021): 95–121. http://dx.doi.org/10.4314/jlt.v54i1.1.
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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
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Casimiro Perlaza, Luís Felipe, and Carolina Virginia Fuentes González. "El acento: Un estudio de creencias en estudiantes iniciales de Pedagogía en Lengua Inglesa." Revista Scientific 4, no. 13 (August 5, 2019): 138–59. http://dx.doi.org/10.29394/scientific.issn.2542-2987.2019.4.13.7.138-159.
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Desde hace décadas la enseñanza del idioma inglés como lengua extranjera ha estado polarizada haciendo que se crea que solo existen dos versiones de esta lengua: americana y británica. Tal polarización ha generado que los estudiantes no nativos del inglés, en general, crean que deben tener alguno de estos dos acentos como muestra de dominio del idioma. El presente estudio explora las creencias respecto al acento en un grupo de estudiantes iniciales de la carrera de Pedagogía en Lengua Inglesa de una universidad chilena. En el marco teórico se abordan las creencias del profesor en todos sus aspectos. La metodología es de tipo descriptiva con diseño de campo y nivel no experimental. Se realizó la adaptación del Instrumento Especializado para los estudios de Medición BALLI (Beliefs about language learning inventory) propuesto por Horwitz (1999), conformado por dos dimensiones: creencias basadas en la valoración y reacción frente a las variedades del idioma inglés haciendo énfasis en el acento. Los resultados obtenidos permiten concluir que, en el proceso de internacionalización del inglés, un usuario no nativo puede comunicarse perfectamente de forma “inteligible”, respetando las normas del idioma, con el acento de su lengua nativa u otro, sin perjuicio de su identidad y origen.
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Jusoh, Zailani. "Evaluating TESL Students’ Beliefs about Foreign Language Learning." International Journal of English Linguistics 7, no. 6 (October 11, 2017): 228. http://dx.doi.org/10.5539/ijel.v7n6p228.
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Learning a foreign language is a monumental undertaking for many adult learners. This study was conducted to mainly explore university students’ beliefs about foreign language learning. It was also to investigate whether differences in their beliefs were present among different foreign languages. Students, pursuing diploma in TESL in a public university in Malaysia, were chosen as respondents. An instrument, BALLI, which is a measure of students’ beliefs about language learning was the primary instrument for data collection. Since this is a quantitative study, statistical techniques namely descriptive and a one-way ANOVA were employed. Findings indicate that generally, the beliefs held by the student teachers are positive. Nonetheless, significant differences in the beliefs were noted among the foreign languages. The findings have a number of pedagogical implications. One of which is the importance of instilling realistic beliefs among students in learning foreign languages.
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Sundari, Hanna, Irfan Hadi, and Nurhayati Nurhayati. "Exploring Gender on EFL Learners’ Beliefs about Language Learning." Lingua Cultura 8, no. 2 (November 28, 2014): 128. http://dx.doi.org/10.21512/lc.v8i2.453.
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Article aimed to describe language learners’ belief system and to investigate how significance the language learners’ beliefs are between them in language learning. Using both qualitative and quantitative approaches, this research took 111 female- and 32 male-first semester college-students majoring in English Education as respondents. The instrument was 34-item BALLI questionnaire designed by Horwitz. The findings of the research showed that females and males’ language beliefs about language learning are mostly in similar fashion. The significant differences in responses were on the beliefs related to language and intelligence, enjoyment in practicing English, learning English-speaking cultures, having English-speaking friends, and motivation in learning English.
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Skubic, Darija, and Mateja Dagarin Fojkar. "Pre-Service Teachers’ Beliefs about Foreign Language Learning: A Study of Three Different Teacher Training Study Programmes in Slovenia." ELOPE: English Language Overseas Perspectives and Enquiries 14, no. 2 (December 22, 2017): 103–16. http://dx.doi.org/10.4312/elope.14.2.103-116.
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It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ in their beliefs about language learning. The main aim of this study was thus to investigate pre-service preschool teachers’, primary school teachers’, and special education teachers’ beliefs about foreign language learning in Slovenia. Three different areas were researched more closely: beliefs about foreign language aptitude, beliefs about the nature of learning and beliefs about foreign language motivations and expectations. The BALLI questionnaire was used to gather data, with responses provided by170 first-year students. The results show that despite attending different teacher training study programmes, students do not differ significantly in their beliefs about language learning; however, in comparison to other studies, the results imply that learners from different cultures see language learning differently.
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Bidari, Samikshya. "A Brief Review on Beliefs About Language Learning Inventory." International Journal of Linguistics, Literature and Translation 4, no. 7 (July 30, 2021): 214–16. http://dx.doi.org/10.32996/ijllt.2021.4.7.22.
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Second language learners have various learning attitudes in different settings. Beliefs are essential elements in any field that deals with human performance and learning. Beliefs assist individuals in defining and understanding the world and themselves; they help define tasks and play an essential role in determining action (White, 1999). Recently, researchers have recognized the significance of language beliefs in the second language learning process; they have also been demonstrated interest in students' perspectives on language learning and their effects on learners' motivation, foreign language anxiety, and efficacy. This review summarized students' beliefs on learning a second language by combining key elements from previous research on this topic. This paper has analyzed five previous published articles (Mori,1999; Ellis, 2008; Tanaka & Ellis, 2008; Horwitz1987) and discussed findings on learner beliefs, potential changes in learner beliefs, and factors influencing learner beliefs changes.
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Javid, Choudhary Zahid, and Eidah Abdullah Al-malki. "Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines." International Journal of English Linguistics 8, no. 4 (March 17, 2018): 39. http://dx.doi.org/10.5539/ijel.v8n4p39.
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A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners’ beliefs about language learning positively affects language learning process as it helps the teachers to address to their students’ learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz’s (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about “motivation and expectations”. Beliefs about “learning and communication strategies” and “the nature of language learning” have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to “foreign language aptitude” and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners’ beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.
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Horwitz, Elaine K. "Cultural and situational influences on foreign language learners' beliefs about language learning: a review of BALLI studies." System 27, no. 4 (December 1999): 557–76. http://dx.doi.org/10.1016/s0346-251x(99)00050-0.
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Iswati, Luluk. "Investigating Learners’ Beliefs in Learning English: A Case Study." IJEE (Indonesian Journal of English Education) 6, no. 2 (April 28, 2020): 153–70. http://dx.doi.org/10.15408/ijee.v6i2.14362.
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ABSTRACTThe purpose of this study was to investigate the beliefs of English as a Foreign Language (EFL) learners in a mixed-ability class of a private university in Yogyakarta. Having 30 respondents who took an English class at the Language Training Centre of the university, this study mostly employed a quantitative research design, through which data were taken using the BALLI questionnaire consisting of 35 question items. To support the quantitative data, interview were conducted. The quantitative data were analyzed using a 5-point Likert-scale, while the qualitative data were verbally described. The results show that learners’ self-efficacy and expectation about learning English is low (3.20); learners’ perceived value and nature of learning spoken English is fair (3.76); learners’ beliefs about foreign language aptitude is low (3.11); learners’ beliefs in formal structural studies (3.11) is also low. Therefore, it is suggested that teachers evaluate their teaching approach and strategy in order to increase students’ motivation, confidence, and interest in learning English which can eventually promote learners’ success in learning English as a foreign language.ABSTRAKTujuan dari penelitian ini adalah untuk menyelidiki keyakinan bahasa Inggris sebagai Bahasa Asing (EFL) pada kelas dengan kemampuan campuran di universitas swasta di Yogyakarta. Dengan 30 responden yang mengambil kelas bahasa Inggris di Pusat Pelatihan Bahasa universitas tersebut, penelitian ini menggunakan metode kuantitatif, dimana data diambil menggunakan kuesioner BALLI yang terdiri dari 35 buah pertanyaan. Untuk mendukung data kuantitatif, wawancara dilakukan. Data kuantitatif dianalisis menggunakan skala Likert 5 poin, sedangkan data kualitatif dijelaskan secara verbal. Hasil penelitian menunjukkan bahwa: efikasi diri dan harapan mahasiswa dalam belajar bahasa Inggris rendah (3,20); nilai yang dirasakan mahasiswa dan sifat alamiah dalam belajar bahasa Inggris secara lisan adalah cukup (3,76); keyakinan mahasiswa tentang bakat dalam belajar bahasa asing rendah (3,11); dan keyakinan mahasiswa dalam studi struktural formal rendah (3,11). Oleh karena itu, disarankan agar dosen mengevaluasi pendekatan dan strategi pengajaran mereka untuk meningkatkan motivasi, keyakinan diri, dan minat mahasiswa dalam belajar bahasa Inggris yang pada akhirnya dapat mendukung keberhasilan mereka dalam belajar bahasa Inggris sebagai bahasa asing. How to Cite: Iswati,L. (2019). Investigating Learners’ Beliefs in Learning English: A Case Study. IJEE (Indonesian Journal of English Education), 6(2), 153-170. doi:10.15408/ijee.v6i2.14362
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Hsiao, Tsung-Yuan, and Steve Chiang. "Testing the Factor Structure of the Beliefs about Language Learning Inventory." Perceptual and Motor Skills 111, no. 3 (December 2010): 707–21. http://dx.doi.org/10.2466/03.08.11.28.pms.111.6.707-721.
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Husnayaini, Ihda. "Language Learning Beliefs of High School Students In Bangka Belitung." Scientia: Jurnal Hasil Penelitian 4, no. 2 (December 30, 2019): 205–24. http://dx.doi.org/10.32923/sci.v4i2.1029.
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Learning a foreign language is generally one of the most challenging subjects in high school. This study discussed the beliefs of foreign language learning of high school students in Bangka Belitung, Indonesia, who planned on learning Arabic and Japanese, especially the prevalence of beliefs among different classes of learners (Arabic, Japanese and mix class) and between female and male students. The result of this study suggested that there were differences of the responses to the inventory among classes and gender but they were not significant. The students responded five aspects concerning the beliefs and they had the highest scores in Motivations and Expectations, especially the mix language class. Furthermore, female students had more positive opinion about foreign language learning, which matched some previous studies revealing that female learners were better than males in language learning.
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Suárez Flórez, Sergio Andrés, and Edwin Arley Basto Basto. "Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 167–84. http://dx.doi.org/10.15446/profile.v19n2.59675.
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This study aims at identifying pre-service teachers’ beliefs about teaching English as a foreign language and tracking their potential changes throughout the teaching practicum. Participants were two pre-service teachers in their fifth year of their Bachelor of Arts in Foreign Languages program in a public university in Colombia. Data were gathered through a modified version of Beliefs about Language Learning Inventory before the practicum, eight weekly journal entries administered during ten weeks, and two semi-structured interviews at the end of the teaching practicum. The findings revealed that most of the pre-service teachers’ beliefs changed once they faced the reality of the classroom.
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Michaelides, Michalis P., and Georgia Solomonidou. "Factorial Structure, Gender Invariance, and Predictive Validity of the Students’ Conceptions of Assessment-VI Inventory." European Journal of Psychological Assessment 35, no. 2 (March 2019): 248–54. http://dx.doi.org/10.1027/1015-5759/a000383.
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Abstract. Student conceptions about assessment may be positive or negative, exemplify various beliefs and expectations, and are hypothesized to relate to student outcomes, for example, grades. The current study investigates the factorial structure of the Students’ Conceptions of Assessment-VI inventory using data from Gymnasium students, that is, 7th- to 9th-graders, in Cyprus. Acceptable fit was found for a multidimensional hierarchical model with four second-order factors relating to assessment conceptions: improvement of teaching and learning, external motives, affective/social activity, and a negative, unfair, or valueless practice. Strong evidence of measurement invariance with respect to gender was found, with higher endorsement of some positive beliefs about assessment by females. The conception of assessment for improvement positively predicted language grades, while the other three assessment conceptions had negative regression coefficients. The adaptation of the inventory in Greek demonstrated good psychometric properties. Findings suggest that conceptions about assessment can be adaptive or maladaptive and relate to achievement outcomes.
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Johnson, Karen E. "The Relationship between Teachers' Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English." Journal of Reading Behavior 24, no. 1 (March 1992): 83–108. http://dx.doi.org/10.1080/10862969209547763.
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A Multidimensional TESL Theoretical Orientation Profile, consisting of an Ideal Instructional Protocol, a Lesson Plan Analysis Task, and a Beliefs Inventory, was created to determine the extent to which 30 English-as-a-second-language (ESL) teachers possess theoretical beliefs about second-language learning and teaching which reflect the methodological divisions of skill-based, rule-based, and function-based approaches toward second-language teaching. The results suggest that the majority of these teachers possess clearly defined theoretical beliefs which consistently reflect one particular methodological approach. To determine the extent to which ESL teachers' instructional practices are consistent with their theoretical beliefs, three secondary-level ESL teachers identified as having different theoretical orientations were observed during literacy instruction. Careful analysis of transcribed classroom observations revealed that literacy instruction for non-native speakers of English was consistent with each teacher's theoretical orientation. Overall, these results support previous research which recognizes the importance of teachers' theoretical beliefs on instructional practices within literacy contexts. Pedagogical implications for the field of second-language teacher education are discussed.
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Silva, Brendon Barbosa Da, Leonardo Guedes Rocha, Ilana Coelho De Sousa Pinto, and Layse Daniella Alves Santos. "PERCEPÇÃO DA UTILIZAÇÃO DA ÁGUA DO RIO RIBEIRÃO TRANQUEIRA POR MORADORES RIBEIRINHOS." DESAFIOS - Revista Interdisciplinar da Universidade Federal do Tocantins 7, no. 3 (October 31, 2020): 324–36. http://dx.doi.org/10.20873/uftv7-6864.
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A seguinte pesquisa objetivou averiguar, por meio de questionários, o uso da água do rio Ribeirão Tranqueira por moradores ribeirinhos, no qual, visivelmente apresenta aspecto de antropização e poluição. Assim, o trabalho se propôs, também, a conhecer a visão dos mesmo sobre educação ambiental e saúde. Essa pesquisa se justificou pela necessidade de conhecer e de se trabalhar educação ambiental com os residentes da região a fim de evitar o contato dos mesmo com água poluída. A percepção do uso da água do rio Ribeirão Tranqueira por parte dos moradores ribeirinhos, foi realizada através da aplicação de um questionário contendo 15 perguntas fechadas e abertas. O questionário foi montado de acordo com as normativas de questionários Likert-scale, modelo adaptado do Beliefs About Language Learning Inventory. Foram aplicados 100 questionários com moradores ribeirinhos ao rio Ribeirão Tranqueira dentro do perímetro urbano, ou em fazendas/chácaras próximas ao perímetro urbano da cidade de Guaraí. Os resultados obtidos com a aplicação do questionário evidenciaram a necessidade de se trabalhar a educação ambiental com os moradores próximo ao curso do rio Ribeirão Tranqueira em virtude da utilização da água visualmente poluída.
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Rodriguez Manzanaresis, Maria, and Elizabeth Murphy. "The Language Learning Beliefs of Self-identified, Successful Learners of Spanish as a Foreign Language." Comparative and International Education 39, no. 2 (June 1, 2010). http://dx.doi.org/10.5206/cie-eci.v39i2.9155.
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This paper reports on a case study designed to gain insight into the language learning beliefs (LLBs) of eight, self-identified, successful learners of Spanish as a foreign language at a Canadian university. Data collection included an online asynchronous discussion and individual online interviews together with online administration of the Beliefs About Language Learning Inventory (BALLI). Cross-case analyses of LLBs revealed that participants associated success with their ability to create bonds with the target culture. They emphasised developing language strategies as they relate to social purposes, placing emphasis on the social and affective component of learning Spanish, and on learning Spanish in out-of-classroom, authentic contexts. Implications include the value of developing learners’ L2 learning social strategies in addition to cognitive ones and the value of promoting opportunities for learners to participate in social events in relation to the target language culture. Cette étude de cas donne un aperçu sur les croyances en apprentissage de langues étrangères (CALE) de huit apprenants d’espagnol dans une université canadienne. Ces apprenants s’identifient eux-mêmes comme étant de bons étudiants. La collecte d’informations s’est réalisée grâce à des discussions asynchrones et à des interviews individuels en ligne basés sur l’Inventaire des Croyances sur l’Apprentissage de Langues (ICAL). Les analyses de cas croisées des CALE ont révélés que les participants associaient leur succès à leur capacité à créer des liens avec la culture cible. Ils mettent l’accent sur le fait qu’ils développent des stratégies d’apprentissage en relation avec des buts sociaux, tout en insistant sur la composante sociale et affective de l’apprentissage de l’espagnol et sur le fait qu’ils apprennent également l’espagnol en dehors de la salle de cours, c'est-à-dire dans des contextes authentiques. Les résultats montrent donc l’importance de développer non seulement les stratégies cognitives mais aussi les stratégies sociales des apprenants. Il est également indispensable d’augmenter les différentes possibilités de participation à des évènements sociaux en relation avec la langue et la culture cibles pour nos étudiants.
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Tercanlioglu, Leyla. "Percepciones de Estudiantes de la Enseñanza de Inglés en cuanto al Aprendizaje de Idiomas y su Relación con el Género." Electronic Journal of Research in Education Psychology 3, no. 5 (November 1, 2017). http://dx.doi.org/10.25115/ejrep.v3i5.1166.
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Introducción: Los estudiantes de idiomas extranjeros con frecuencia mantienen distintas creencias o ideas en cuanto al aprendizaje de idiomas (Horwitz, 1987), y la investigación existente sugiere que las creencias de los aprendices tienen la potencial de influir tanto en sus experiencias como en sus acciones como aprendices de idiomas.Método: Este trabajo informa sobre un estudio que investigó las creencias sobre el aprendizaje de idiomas mantenidas por un grupo de estudiantes de la enseñanza de inglés, en cuanto se refería al género. Los participantes fueron 118 futuros profesores (45 varones y 73 mujeres), los cuales completaron el inventario de Horwitz, Beliefs About Language Learning Inventory [Creencias sobre el Aprendizaje de Idiomas], o BALLI.Resultados: En el inventario BALLI, los participantes recibieron su puntuación más alta para el factor “motivaciones y expectativas de aprender un idioma”. Los resultados demuestran una relación estrecha entre las variables. Los resultados del procedimiento ANOVA, para determinar diferencias relacionadas con el género, no indicaron ninguna diferencia significativa entre los varones y las mujeres.Discusión: Los hallazgos de este estudio proporcionan una idea sobre sus creencias en cuanto a lo que más importa a la hora de aprender el inglés como idioma extranjero. Afirmaron que eran “las motivaciones y las expectativas de aprender”. En segundo lugar, proporcionó una idea de las interrelaciones entre los factores de creencia: todos eran interrelacionados. Y en tercer lugar, proporcionó una idea de las relaciones entre los factores de creencias y el género: no se encontró ninguna diferencia significativa.
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Fujiwara, Takayoshi. "Factor Structure of the Beliefs About Language Learning Inventory for Thai Students Learning Japanese." Perceptual and Motor Skills, February 23, 2018, 003151251876088. http://dx.doi.org/10.1177/0031512518760881.
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"学習観がCALL教室における英語学習の成果に及ぼす影響： クラスター分析を用いた学習者プロファイリング – Students’ beliefs about language learning and their relationship to achievement in the CALL environment: Profiling learner types with cluster analysis." JALT Journal 24, no. 2 (November 1, 2002): 155. http://dx.doi.org/10.37546/jaltjj24.2-3.
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Students’ beliefs about language learning and their relationship to learning achievement in a CALL environment were investigated. Unlike previous studies whose purpose was to describe learners’ beliefs on each questionnaire item, this study aimed to deal with beliefs comprehensively. Research on learner beliefs is gaining increasing attention. Behind this trend is the recognition that learners’ behaviors cannot be changed unless their preconceptions are changed. Inspired by early studies such as Horwitz (1987), a number of researchers have conducted studies which would supposedly explain the relationship between beliefs and behaviors and, further, provide useful information for learner training. However, most of the studies to date do not take such approaches as to achieve the goals of the beliefs study. The approach of the analysis has been rather descriptive: distribution and frequencies of responses were simply shown. Even though some studies compared the beliefs of different populations, which indicated some significant differences, what we can get from such studies is, again, the description of the populations. To forward the beliefs study, we need to incorporate into the analysis both the beliefs and the behaviors (e.g., motivations, strategies, achievement). This study set out to investigate the intra-relationship between students’ beliefs about language learning and their effects on learning achievements. Particular features of this study are; 1) profiling learners by simultaneously analyzing multiple questionnaire items for a comprehensive view of learners, and 2) analyzing the relationship between beliefs and learning achievements. Participants were 77 high school students who were taking EFL courses in a CALL environment. In the class, they mainly worked on a designated CD-ROM material individually. A questionnaire adapted from BALLI (Horwitz, 1987) was used to elicit the participants’ beliefs. The items for the questionnaire were chosen by three EFL instructors as related to the learners’ CALL experiences. The participants were asked to indicate to what extent they agreed or disagreed to the statement on the questionnaire on a five point scale ranging from 1 (strongly disagree) to 5 (strongly agree). The analyses had two phases. The first analysis was carried out to profile the learners based on their responses to the questionnaire using cluster analysis (Ward method, squared Euclidean distance technique). This statistical technique is used for finding relatively homogeneous subgroups in the population. This analysis yielded four distinct clusters (numbered cluster 1 to 4), but cluster 4 was not included in the later analysis because it had only two participants in this cluster. The remaining three subgroups are differentially characterized by, in particular, different levels of confidence to learn English and attitudes toward individualized learning. Cluster 1 was a group of students who are less confident about their learning. Cluster2 showed a high language anxiety and low confidence in learning, but it also showed a favor for individualized learning. Cluster 3 was found active in learning and was differentiated from the other two by the high level of confidence to learn English. Next, the three subgroups were compared on the learning achievements measured by the term-end examinations. One-way ANOVA indicated that there was a statistically significant difference among the three groups’ achievements (p= .04). Post hoc multiple comparison was conducted with Tukey’s Method. The results showed that there was a significant difference between cluster 1 and 3 (p= .03). The above results indicate that the CALL environment may have a compensative effect on students whose characteristics are not necessarily advantageous for the traditional classroom learning environment. This implication was drawn particularly from the result for cluster 2, which is a group of learners whose high anxiety and low confidence to learn English do not seem to favor them. Their characteristics are similar to those of cluster 1, but the achievements of cluster 2 was not as low as cluster 1 despite their disadvantageous characteristics. This indicates that their CALL experiences, which provide a lot of opportunities for working individually, compensated for their disadvantages which would have inhibited them in a traditional classroom setting. 本研究では、学習観がCALL教室における英語学習の成果に及ぼす影響を、クラスター分析を用いた学習者プロファイリングによって検討した。BALLIの中から、特にCALL学習に関係が深いものを13項目選び、学習者をカテゴライズした。その結果、(1)全体的に英語学習に対して消極的な生徒、(2)言語不安が高く英語学習に対する自信が低いが、対人関係のない個別学習に向く生徒、(3)全体的に英語学習に対して積極的な生徒、の3つのタイプの学習者に分けられた。これら3つの学習者のタイプと学習成果との関連を分析した結果、CALL教室における英語学習は、従来型の英語の授業では高い学習成果を期待することが難しい、言語不安が高く英語学習に対する自信が低い、対人関係のない個別学習に向いている生徒に対して補償的に働くことが示唆された。
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Da Silva Costa, José Railson. "PRÁTICAS REFLEXIVAS SOBRE CRENÇAS NO PROCESSO DE ENSINO-APRENDIZAGEM DE LÍNGUAS E CULTURAS: ANALISANDO CRENÇAS CULTURAIS NO CURSO DE LETRAS DA UEFS." Anais dos Seminários de Iniciação Científica, no. 22 (February 4, 2019). http://dx.doi.org/10.13102/semic.v0i22.4102.
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O contexto de aprendizagem de uma língua estrangeira envolve elementos linguísticos, culturais e sociais que permitem aos estudantes ampliar a consciência sobre o espaço e a cultura do outro de forma mais consciente, além de ser um espaço que o estudante de língua estrangeira já chega com crenças sobre o que seja ensinar e aprender uma língua estrangeira, de forma já preestabelecida. Algumas crenças no entanto, podem ser resignificadas e influenciar positivamente ou não o aprimoramento linguístico e cultural dos estudantes, a depender da postura crítica do professor de línguas.Diante da complexidade do ensino de língua estrangeira, muitos pesquisadores têm conceituado crenças e a importância da sua pesquisa para a linguística aplicada e para as metodologias de ensino de língua. Um dos precursores da investigação sobre crenças e de sua relação com o conhecimento foi o filósofo americano John Dewey (1933). Sua postulação de crenças como fruto da experiência humana serviu de base teórica para as pesquisas subsequentes. Na década de 80 com os avanços da linguística aplicada, uma grande gama de pesquisas sobre crenças no ensino de línguas foram desenvolvidas dando origem a diversas conceituações.As crenças dos estudantes e professores podem ser opiniões (Wenden, 1986) ou representações (Holec, 1987) sobre como se estuda ou se usa uma língua estrangeira (Almeida Filho, 1993). A pesquisadora pioneira nesse tipo de pesquisa foi Elaine Horwitz (1988) que conceituou as crenças como ideias equivocadas que, se forem positivas, podem estimular a aprendizagem de línguas. Horwitz (1988) elaborou um dos instrumentos mais utilizados para investigar quantitativamente as crenças de estudantes e professores de línguas. O inventário BALLI (Beliefs About Language Learning Invetory) é um questionário com 34 perguntas sobre as crenças de professores e alunos sobre línguas estrangeiras organizadas numa escala likert.O objetivo geral deste segmento da pesquisa longitudinal coordenada pelo Grupo ELCE (Educação Línguas e Culturas Estrangeiras)1 é mapear as crenças culturais de professores e alunos dos cursos de letras da Universidade Estadual de Feira de Santana (UEFS). O intuito é buscar melhorias no curso de graduação e possibilitar reflexões dos professores e estudantes sobre o papel das crenças culturais na sua formação para a alteridade e inclusão social considerando que as crenças não se restringem apenas a contextos educacionais podendo existir dentro e fora da sala de aula (Pajares, 1992; Barcelos, 2004). Ao revisar pesquisas sobre crenças culturais, Rozenfeld (2007) afirma que a experiência, a vivência cultural e a bagagem emocional também interferem no processo de ensino-aprendizagem de línguas estrangeiras, e, por isso, enfatiza a importância de realizar pesquisas sobre crenças em um viés que não seja puramente linguístico.A metodologia da pesquisa consistiu em um levantamento das crenças culturais de professores e alunos dos cursos de letras da UEFS nos semestre 2017.2 e 2018.1.