Key Issues Relevant to the Studies to Be Reported: Beliefs, Agency and Identity

Kalaja, Paula; Barcelos, Ana Maria Ferreira; Aro, Mari; Ruohotie‐Lyhty, Maria

doi:10.1057/9781137425959_2

Cited by 13 publications

(11 citation statements)

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“…When Raquel was faced with an ambiguous situation: either to use output-prompting OCF strategies to promote students' self-correction and in this way risk students' self-confidence, or to provide inputproviding types of OCF to achieve a relaxed and comfortable classroom atmosphere, she prioritised the preservation of her students' integrity, selfconfidence and avoidance of the arousal of negative emotions. In this respect, Kalaja et al (2015) highlighted that emotions serve as background [...] since they permeate what we believe about the world". This study has attempted to "unveil" (Barcelos, 2015) the impact that a teacher's beliefs could have on classroom actions.…”

Section: Resultsmentioning

confidence: 99%

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Centeno¹,

Ponce²

2019

Apples

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Beliefs about oral corrective feedback (OCF) are essential components in the EFL classroom, especially when learning the speaking skill since teachers have to strike a delicate balance between the provision of OCF without negatively affecting students' emotions. During the last years, many scholars have devoted great attention to the influence of affective factors in the learning of foreign languages. Among these factors, beliefs held by teachers and students have proved to impact significantly on the processes of teaching and learning a foreign language. The aims of this paper are: to describe the beliefs held by an Argentinian EFL teacher about OCF and to describe how her beliefs might shape this teacher's classroom practices regarding the provision of OCF at a specific context. A qualitative approach was adopted, and data was collected by means of videotaped classroom observations, teacher stimulated recall interviews and a semi-structured teacher interview. The results showed that the teacher's beliefs and her classroom actions were not always congruent, especially when she was faced with an ambiguous situation. In the end, the beliefs that had stronger connections to emotions were the ones enacted in her classroom practices.

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Section: Resultsmentioning

confidence: 99%

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Centeno¹,

Ponce²

2019

Apples

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“…Kubanyiova and Feryok, 2015) whereas another one builds on Ahearn's (2001, p. 112) definition of agency as "the socio-culturally mediated capacity to act". In the latter case, teacher agency is seen essentially as a relationship that is co-constructed and co-negotiated with others in the social setting (Kalaja, et al, 2016). Based on an ecological understanding, Biesta et al (2017) regard agency as something you do (rather than have) and something that is achieved by means of (rather than simply in) the concrete settings, conditions and circumstances in which it takes place.…”

Section: Teacher Agency and Beliefsmentioning

confidence: 99%

“…By contrast, 'attitudes' refer to an evaluation of a particular entity with some degree of favour or disfavour (Eagly and Chaiken, 1993). At the same time as beliefs about languages or learning are context-dependent, dynamic or even conflicting (Kalaja et al, 2016), they have a strong evaluative and affective component, which implies that beliefs are not easily changed (Borg, 2011). Similarly to teacher agency, teacher beliefs have been theorised and researched from mainly two perspectives.…”

Section: Teacher Agency and Beliefsmentioning

confidence: 99%

“…The first tradition has focused on the cognitive and systemic nature of beliefs and of what teachers think, know or believe whereas a second tradition takes contextual, sociocultural or discursive perspectives (e.g. Kalaja et al 2016). In Biesta et al's model (2015) that conceptualises ways in which teacher agency is achieved, cultural ideas and beliefs are part of the practical-evaluative dimension involved in the teacher's engagement with the here-and-now.…”

Section: Teacher Agency and Beliefsmentioning

confidence: 99%

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Language policy, professional development and sustainability of multilingual approaches

Kirsch

Duarte²,

Palviainen

2020

Multilingual Approaches for Teaching and Learning

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Policies and professional development focussing on pedagogical skills, beliefs and agency are essential to ensure the sustainability of multilingual teaching approaches. This chapter begins with an overview of research studies on languages policies, teacher agency and beliefs with a focus on multilingual settings. The intertwining of policy and teaching practice is then illustrated by means of the Finnish case demonstrating how recent ECEC policies advocating diversity and plurilingualism have gradually changed teacher beliefs. The second part of the chapter focusses on professional development (PD) in so far as it is able to support teachers in implementing policies, changing pedagogical practices and amending beliefs. This section presents different pathways for professional learning and explores the effectiveness of various models of professional development. These observations are taken up in two empirical studies on teachers' professional development within multilingual preschool classes in Luxembourg and primary schools in the Netherlands. The interview and observation data provided in the two contexts point to the centrality of teacher beliefs and agency in moving towards multilingual practices and sustainable changes. Furthermore, it unveils the ways in which teachers' beliefs, knowledge and practices change over time and effective PD programmes can support teachers in interpreting policies and developing new practices.

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“…Understanding learners' beliefs, perceptions, and their learning experiences is a precondition for an efficient learning environment. In order to recognize why some learners are more successful than others, researchers have tried to explore how the learners make sense of their own learning process (Kalaja, 2015;Kalaja, Barcelos, Aro & Ruohotie-Lyhty, 2015). Since mid-1980s researchers have focused on the perceptions of learners, as they have potential effect on the learning process and product (Wang & Yan, 2015).…”

Section: Introductionmentioning

confidence: 99%

EFL Learners’ Causal Attributions and Dimensionality Styles for Perceived Success and Failure

Taşkıran

Aydın

2017

Anadolu Üniversitesi Sosyal Bilimler Dergisi

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The main purpose of this study was to analyze English as a Foreign Language (EFL) students' causal attributions about their perceived success and failure in language learning process at Anadolu University School of Foreign Languages (AUSFL). Their attributions were analyzed and compared in terms of perceived locus of causality, stability and controllability to find out whether causal dimensionality of the students was healthy or unhealthy. The sample consisted of 158 students. A self-administered questionnaire asked questions concerning the perceived causes of outcomes, perceived underlying dimensions of attributions. Each attribution was labeled and frequency percentages were calculated. For causal dimensionality, the number of the marks for yes/no questions that aimed to explore locus of causality, stability and controllability were calculated and frequency percentages were found. In order to explore possible differences between success and failure groups' causal dimensionality profiles, chisquare analyses were done. The number of the students who perceived themselves as unsuccessful was slightly more than those who perceived themselves successful. Participants reported more causal attributions for failure than they did for success. Success-oriented students demonstrated significantly more internal, controllable, and relatively more stable attributional styles than failure-oriented students, a finding supported by literature on attribution theory.

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Key Issues Relevant to the Studies to Be Reported: Beliefs, Agency and Identity

Cited by 13 publications

References 0 publications

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Language policy, professional development and sustainability of multilingual approaches

EFL Learners’ Causal Attributions and Dimensionality Styles for Perceived Success and Failure

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