Conflict between learners’ beliefs and actions: speaking in the classroom

Yoshida, Reiko

doi:10.1080/09658416.2012.758129

Cited by 26 publications

(21 citation statements)

References 17 publications

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“…The importance of studying learners' beliefs towards language learning has recently been drew attention of many researchers (Simon & Taverniers, 2011;Yoshiba, 2013;Fisher, 2013). Miccoli (1997Miccoli ( , 2000 maintained that -avoiding speaking in class is because of learners' fear of criticism of other classmates along with conceiving the class as a judgmental environment‖ (Cited in Aragao, 2011, p, 304).…”

Section: Beliefs About Language Learningmentioning

confidence: 99%

The Relationship between Emotional Intelligence and Learners’ Beliefs about Language Learning: Iranian Advanced EFL Learners in Focus

Ghanadi¹,

Ketabi²

2014

TPLS

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Abstract-The aim of this study was twofold: (1) to see whether there is any significant relationship between emotional intelligence and learners' beliefs about language learning and (2) to examine whether emotional intelligence can predict learners' beliefs about language learning. The participants of this study were 138 undergraduate EFL learners at two universities in Iran. To this end, two self-reported questionnaires including Trait Emotional Intelligence-short form (TELQue-SF) and Beliefs about Foreign Language Inventory (BALLI) were employed to gather the data. Results revealed that there was a positive and significant relationship between emotional intelligence and learners' beliefs about language learning. Furthermore, emotional intelligence can predict learners' beliefs about language learning. The findings could have some implications for EFL teachers and practionairs.

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Section: Beliefs About Language Learningmentioning

confidence: 99%

The Relationship between Emotional Intelligence and Learners’ Beliefs about Language Learning: Iranian Advanced EFL Learners in Focus

Ghanadi¹,

Ketabi²

2014

TPLS

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“…Under these conflicting circumstances, Yang and Kim (2011) raise the need to align teachers' and learners' beliefs with interactional behaviour that is more effective for classroom practices. In line with this, Yoshida (2013) contends that teachers and learners can be assisted in breaking away from classroom behaviour influenced by their conflicting beliefs in order to promote the development and appropriation of new beliefs consistent with more effective teaching and learning practices. We might thus explore the possibility that opportunities to provide CF can be enhanced if teachers and learners are assisted in mediating their beliefs and other cognitive factors through awareness-raising processes (e.g., advice from tutors on more effective interactional behaviour, or reflective procedures) (see, for example, Navarro & Thornton, 2011;Yang & Kim, 2011;Yoshida, 2013).…”

Section: Discussionmentioning

confidence: 90%

“…We might thus explore the possibility that opportunities to provide CF can be enhanced if teachers and learners are assisted in mediating their beliefs and other cognitive factors through awareness-raising processes (e.g., advice from tutors on more effective interactional behaviour, or reflective procedures) (see, for example, Navarro & Thornton, 2011;Yang & Kim, 2011;Yoshida, 2013). These processes can assist them in raising an awareness of the interplay between actions and beliefs, resulting in co-constructed beliefs which have a beneficial impact on the socio-affective climate of classrooms and teachers' and learners' interactional behaviour (Li & Lian, 2012;Yang & Kim, 2011;Yoshida, 2013), in this case, opportunities to provide and receive CF in both TLIs and PIs.…”

Section: Discussionmentioning

confidence: 99%

Exploring the effects of teachers’ and learners’ beliefs: The scarcity of corrective feedback during uncontrolled EFL classroom interactions

García-Ponce

Mora-Pablo

2018

GIST

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Extensive research literature suggests that corrective feedback (CF), when effective, has a beneficial impact on the development of learners' interlanguage. This is because CF provides learners with language data concerning the correctness of their utterances and thus pushes their oral production towards greater clarity, accuracy and comprehensibility. However, CF has been found to be considerably scarce during classroom interactions. In an attempt to understand its scarcity, the present study investigates the interplay between the amount of CF provided by teachers and learner peers and the effects of their beliefs during uncontrolled classroom interactions at a Mexican university. By combining data collected from recorded classroom interactions, teacher interviews and learner focus groups, the findings show that there was a considerable number of errors which were avoided and not corrected by the teachers and learners during the classroom interactions. The findings also suggest that the scarcity of CF was in response to the teachers' and learners' conflicting beliefs about CF. This study provides a great opportunity to direct research towards the effects of No. 15 (July -December, 2017) 126 teachers' and learners' beliefs on providing and receiving CF during classroom interactions, and find ways through which a socio-affective climate can be promoted in the language classroom in order to facilitate the provision of CF.Keywords: accuracy, classroom interactions, corrective feedback, English as a foreign language, teacher and learner beliefs ResumenUn gran número de investigaciones han argumentado que la retroalimentación correctiva es de beneficio para el desarrollo del interlenguaje de los estudiantes. Esto se debe a que dicha retroalimentación facilita información sobre la precisión de sus estructuras lingüísticas y promueve que su producción oral sea más clara, precisa y comprensible. Sin embargo, estudios empíricos han encontrado que la retroalimentación correctiva es considerablemente escasa durante interacciones en el salón de clase. Con la intención de entender su escasez, el presente estudio indaga sobre la relación entre la cantidad de retroalimentación correctiva (facilitada por maestros y estudiantes) y sus creencias en salones de clase de una universidad mexicana. Al combinar datos recolectados de interacciones en salones de clase, entrevistas con maestros y grupos focales con alumnos, los resultados corroboran que hubo un número considerable de errores que no fueron atendidos y corregidos por los maestros y estudiantes durante las interacciones. Los hallazgos también sugieren que la escasez de la retroalimentación correctiva se debe a la influencia de sus creencias. Este estudio presenta una gran oportunidad de dirigir esfuerzos para investigar los efectos de las creencias de los maestros y estudiantes en la provisión de la retroalimentación correctiva y para encontrar alternativas que promuevan un ambiente socioafectivo en el salón de clase que permita la provisión efectiva de la retroalime...

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“…This interactional evidence suggests that in general the uncontrolled TLIs and LLIs in which the teachers and learners engaged to practice speaking did not entirely facilitate learners with opportunities to do the following: firstly, negotiate meaning; secondly, provide and receive negative evidence; thirdly, modify their output towards greater accuracy and potential L2 learning. These findings highlight the interactional limitations of the EFL classrooms, which are believed to be learners' sole opportunity to practice and develop linguistic as well as interactional skills (Dinçer & Yeşilyurt, 2013;Philp & Tognini, 2009;Yoshida, 2013).…”

Section: Extract 2 a Negotiation For Meaning In A Lli (Intermediate Lmentioning

confidence: 86%

Incidence and Nature of Negotiations for Meaning during Uncontrolled Speaking Practice in English as a Foreign Language Classrooms

García-Ponce

Mora-Pablo

2018

JLE

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The past three decades have seen an increasing interest in negotiation for meaning as interactional processes which advance language acquisition. Motivated by this claim, a number of studies have set out to determine the tasks that best promote negotiations for meaning (NfMs). However, this research has mostly tended to investigate NfM under experimental conditions, leaving considerably unexplored the negotiated interactions that might take place in real English as a foreign language (EFL) classrooms. In response to this, the present study sets out to investigate the incidence and nature of NfM in three uncontrolled EFL classrooms. In examining several teacher- and learner-led speaking tasks at basic, intermediate and advanced levels, the findings indicate that the amount of NfM is lower than those reported in previous studies. Moreover, a qualitative analysis of the interactional data suggests that the NfM across proficiency levels was limited in nature, and thus did not provide learners with all the learning benefits inherent in negotiation for meaning. These findings raise intriguing questions as to teachers’ and learners’ opportunities to negotiate meaning during EFL classroom interactions, and ways through which they can promote negotiated interactions in their EFL classrooms.

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Conflict between learners’ beliefs and actions: speaking in the classroom

Cited by 26 publications

References 17 publications

The Relationship between Emotional Intelligence and Learners’ Beliefs about Language Learning: Iranian Advanced EFL Learners in Focus

The Relationship between Emotional Intelligence and Learners’ Beliefs about Language Learning: Iranian Advanced EFL Learners in Focus

Exploring the effects of teachers’ and learners’ beliefs: The scarcity of corrective feedback during uncontrolled EFL classroom interactions

Incidence and Nature of Negotiations for Meaning during Uncontrolled Speaking Practice in English as a Foreign Language Classrooms

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