Changes in language learning beliefs as a result of study abroad

Amuzie, Grace Lee; Winke, Paula

doi:10.1016/j.system.2009.02.011

Cited by 156 publications

(105 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study did not generate any empirical evidence to support this hypothesis. The STRT retest in April 2015 did not yield any significant score gains, or gains in terms of complexity, accuracy, or fluency (for similar finding, see Kinginger, 2008;Amuzie & Winke, 2009;Dewey et al, 2014). The assumption that L2 students' language proficiency will increase over a semester simply by attending classes in Dutch thus seems unlikely.…”

Section: Claim 2: Successful Strt and Itna Candidates Are Ready For Tmentioning

confidence: 84%

“…(November 2014) S15 hints at the importance of speaking in gaining acceptance in a community of peers and building an identity in a new context (Morita, 2004;Amuzie & Winke, 2009). Identity and acceptance were major recurring themes in the L2 2 interviews, but they are beyond the scope of this paper.…”

Section: Claim 1: Strt and Itna Are Representative Of The Real-life Cmentioning

confidence: 99%

“…It is striking that all L2 2 participants and university staff members considered giving a presentation and describing graphs and tables unimportant skills. This does not necessarily mean that productive skills should not be assessed in university entrance tests, as oral skills matter for students' social integration (Morita, 2004;Amuzie & Winke, 2009), and written skills are important for passing examinations. What these observations do imply is that productive skills are generally less important than receptive skills for Flemish university students, especially in their first year.…”

Section: Claim 1: Strt and Itna Are Representative Of The Real-life Cmentioning

confidence: 99%

See 2 more Smart Citations

University entrance language tests: A matter of justice

2017

View full text Add to dashboard Cite

University entrance language tests are often administered under the assumption that even if language proficiency does not determine academic success, a certain proficiency level is still required. Nevertheless, little research has focused on how well L2 students cope with the linguistic demands of their studies in the first months after passing an entrance test. Even fewer studies have taken a longitudinal perspective.Set in Flanders, Belgium, this study examines the opinions and experiences of 24 university staff members and 31 international L2 students, of whom 20 were tracked longitudinally. Attention is also given to test/retest results, academic score sheets, and class recordings. To investigate the validity of inferences made on the basis of L2 students' scores, Kane's (2013) Interpretation/ Use Argument approach is adopted, and principles from political philosophy are applied to investigate whether a policy that discriminates among students based on language test results can be considered just. It is concluded that the receptive language requirements of university studies exceed the expected B2 level and that the Flemish entrance tests include language tasks that are of little importance for first-year students. Furthermore, some of the students who failed the entrance test actually managed quite well in their studies -a result that entails broad implications concerning validation and justice even outside the study's localized setting.

show abstract

Section: Claim 2: Successful Strt and Itna Candidates Are Ready For Tmentioning

confidence: 84%

Section: Claim 1: Strt and Itna Are Representative Of The Real-life Cmentioning

confidence: 99%

Section: Claim 1: Strt and Itna Are Representative Of The Real-life Cmentioning

confidence: 99%

See 1 more Smart Citation

University entrance language tests: A matter of justice

2017

View full text Add to dashboard Cite

show abstract

“…These studies, suggest that affective learner variables influence the effectiveness of CF in the classroom, but it is still not clear whether they impact the noticeability of oral feedback. A recent investigations, in turn, have challenged the assumption of beliefs as a stable construct, suggesting that beliefs can change over time and under different contexts (Tanaka & Ellis, 2003;Barcelos, 2003;Amuzie & Winke, 2009). What these investigations have not systematically addressed, however, is the beliefs learners hold about corrective feedback and its role in the study of language (but see Sheen, 2008Sheen, , 2011.…”

Section: Learner Beliefsmentioning

confidence: 99%

L2 Learners’ Proficiency Development through Noticing Feedback

Alavi

Foo

Amini

2015

IJMMU

View full text Add to dashboard Cite

This experimental study investigated the relationship between noticing of corrective feedback and L2 development considering the learners' perspective on error correction. Specifically, it aimed to uncover the noticeability and effectiveness of recasts, prompts, a combination of the two, to determine a relationship between noticing of CF and learning of the past tense. The participants were four groups of college ESL learners (n = 40). Each group was assigned to a treatment condition, but the researcher taught the control group. CF was provided to learners in response to their mistakes in forming the past tense. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured through picture description administered via pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no significant differences between the groups. Finally, in relation to the beliefs about CF, the participants' responses centered on the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF, two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.

show abstract

“…Amuzie and Winke (2009) administered learner belief questionnaires to 70 English language learners while studying in the United States. The learners were put into two groups according to their amount of time so as to see whether the amount of time abroad may produce an effect on belief changes.…”

Section: Recent Research Pertinent To Metacognitive Beliefsmentioning

confidence: 99%

Exploring meta-cognitive beliefs of postgraduates in an EFL context

Wang¹,

2013

IJRSLL

View full text Add to dashboard Cite

Learner beliefs may promote or inhibit language learning. This experimental study explores metacognitive beliefs of EFL postgraduates majoring in science and technology (China), examining whether metacognitive beliefs change according to experimental conditions. The quantitative data comprise the responses of 90 postgraduates to a questionnaire on EFL learners' metacognitive beliefs (QELMB) at pre-test and post-test. The total metacognitive beliefs scores and the related twelve subscales were analyzed using SPSS version 15. The results indicate that some metacognitive beliefs tend to change with the experimental conditions while others show no significant change. The findings from the semi-structured interviews confirm the quantitative results, suggesting that metacognitive beliefs are vital to the development of language proficiency.

show abstract

Changes in language learning beliefs as a result of study abroad

Cited by 156 publications

References 40 publications

University entrance language tests: A matter of justice

University entrance language tests: A matter of justice

L2 Learners’ Proficiency Development through Noticing Feedback

Exploring meta-cognitive beliefs of postgraduates in an EFL context

Contact Info

Product

Resources

About