Business students’ beliefs about language learning in a university context

Trinder, Ruth

doi:10.1016/j.esp.2012.06.003

Cited by 40 publications

(29 citation statements)

References 38 publications

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“…As such, it is undisputable that the success of the start-up is reliant upon interactions with potential customers as stakeholders (Frank et al 2007, 228) by building social ties and repeat custom (Pollack et al 2016). Fundamentally, language has been proposed as the barrier, the facilitator and the power source of international business (Marschan-Piekkari D. Welsh and L. Welsh, 1999;Trinder 2013). It is the intangible, tacit asset of an entity and its actors, and as a component of communication, it is a measurable dimension of culture.…”

Section: Language Education and Entrepreneurshipmentioning

confidence: 99%

Language ability and entrepreneurship education: Necessary skills for Europe’s start-ups?

et al. 2018

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Language ability and entrepreneurial education are seen as essential resources for start-ups operating in intensified landscapes of internationalisation and globalisation. Deemed as the necessary skills for corporate effectiveness vis-à-vis rivals, this paper responds to calls for increased understandings of cultural components as vital to entrepreneurship and the product of institutional forces. Thus, it explores (a) the impact language ability has on start-up expansion; (b) the perceptions of international relations as based on language ability as a tool for cross-cultural communication; and (c) the role of educational context from the entrepreneurs' perspective. Based on interviews from European online start-ups across three discrete contexts-Finland, Portugal and Sweden-it concludes that contextual trends regarding language and education are founded upon the cultural-cognitive and normative pillars of institutionalisation. Further, by combining actor-context perspectives, it poses that language ability and education are resources borne from the domestic environment which positively moderate the start-up's international success. Nevertheless, the notion of learnt entrepreneurship remains contested. Taken together, this study contributes by offering deeper insight into the role of context on entrepreneurial tendencies by combining resource and institutional perspectives. J Int Entrep (2018) Second abstract-Spanish La competencia y habilidad lingüística se están convirtiendo en requisitos indispensables para las nuevas empresas que operan en entornos de creciente demanda de internacionalización y globalización. Consideradas como necesarias para asegurar el éxito inicial y ventaja competitiva, este manuscrito se centra en el entendimiento de la conciencia cultural, la capacidad lingüística y la educación como pilares básicos para la iniciativa empresarial. Los objetivos son: a) explorar el impacto de la competencia lingüística en los planes de expansión inicial y futuros; b) investigar la percepción de las relaciones internacionales basadas en la capacidad lingüística como herramienta de comunicación intercultural; y c) definir el rol del entorno en la adquisición de habilidades lingüísticas y comunicativas desde la perspectiva del emprendedor. Basado en entrevistas a nueve nuevas firmas tecnológicas ubicadas en Finlandia, Portugal y Suecia, el estudio muestra diferentes tendencias sobre el rol de las habilidades lingüísticas y culturales como fuente de ventaja competitiva. Sin embargo, la idea de iniciativa empresarial como algo que se puede aprender o enseñar continua bajo debate, destacando la necesidad de futuros estudios sobre la importancia de la educación empresarial como entorno-dependiente. Summary HighlightsContributions: This study contributes to international entrepreneurship literature by increasing understandings of the role of education and language (the measureable components of culture) for start-up (continued) success. It also contributes by integrating institutional and resource-ba...

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Section: Language Education and Entrepreneurshipmentioning

confidence: 99%

Language ability and entrepreneurship education: Necessary skills for Europe’s start-ups?

et al. 2018

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“…Another illustrative study conducted by Trinder (2013) at the Vienna University of Economics and Business revealed that students from a specific area of study, such as Economics and Business, have more in common than their choice of discipline. For instance, they were highly tolerant of ambiguity and willing to communicate; since having an introverted or shy personality could interfere with communication.…”

Section: Students' Beliefs About Their Language Learningmentioning

confidence: 99%

“…Respondents also mentioned that they wanted to learn English because it was important for communication, for Higher Education, for information access and for job opportunity, instrumental motivation. Trinder (2013) have shown how language learning is affected by learners' beliefs as shown in a report based on the responses from an ESL group to an iconic instrument to assess students' beliefs about language learning, Beliefs About Language Learning Inventory (BALLI), (Horwitz, 1987). The Likert-scale questionnaire assessed beliefs about language learning in four different areas: foreign language attitude, the difficulty of language learning, the nature of language learning, and language learning strategies.…”

Section: Students' Beliefs About Their Language Learningmentioning

confidence: 99%

“…Because section four intended to collect learners' background information, it was necessary to modify the format to a multiple choice one. To design the questionnaire several questionnaires were reviewed (Zughoul and Hussein, 1985;Chia, Johnson, Chia, and Olive 1999;Yang and Lau, 2003;Amuzie and Winke, 2009;Xhaferi and Xhaferi, 2011;Lavasani and Faryadres, 2011;Mehrdad, 2012;Trinder, 2013) the items that most met the needs of the study were adopted.…”

Section: The Questionnairementioning

confidence: 99%

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Students´ Language Learning Beliefs and other Aspects that Affect Their Achievement

Castro

Andrade-Aréchiga

2017

IJL

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Studies have revealed that language learners' beliefs affect their language learning (White, 2008). Mori (1999) found significant correlation between beliefs and achievement in her study of American college students studying Japanese. This study investigates language students with very similar beliefs, but different level of achievement in a language test. Findings reveal that besides the students' beliefs, other aspects such as students' language learning background could also affect their achievement.

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“…For example, considering the beliefs and opinions of language learners, strategic participants of learning and teaching, and taking their opinions into account accordingly before making any decisions about teaching appears reasonable, especially if the approach to curriculum design is school-based, as learners' beliefs about language learning might influence their performance. This has been acknowledged by (Mori, 1999;Ariogul, Unal, and Onursal, , 2009;Trinder, 2013). The means by which the beliefs and opinions of language learners was gathered was through a questionnaire.…”

Section: The Studymentioning

confidence: 99%

English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University

Castro

2017

WJEL

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This study aims to investigate the process of improving the English language syllabus within the context of a Western University in Mexico. It was an Action Research investigation which involved the participation of a group of teachers, who played a predominant role during the research, evaluating the original syllabus, producing descriptions resulting in a detailed characterization of it. They also designed a new syllabus, and finally they evaluated the process of improving it. Findings of the study demonstrate that language teachers engaged in a process of analysis and reflection are led to make decisions and changes based on local needs. Findings also demonstrate that, even when teachers showed the greatest willingness to participate in the study they also faced serious challenges.

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Business students’ beliefs about language learning in a university context

Cited by 40 publications

References 38 publications

Language ability and entrepreneurship education: Necessary skills for Europe’s start-ups?

Language ability and entrepreneurship education: Necessary skills for Europe’s start-ups?

Students´ Language Learning Beliefs and other Aspects that Affect Their Achievement

English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University

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