Student Perceptions of Foreign Language Study: A Qualitative Analysis of Foreign Language Autobiographies

Abstract

Students' perceptions of their foreign language (FL) learning classroom experiences have important pedagogical and programmatic implications and have been theorized as having an effect on linguistic outcomes. This study uses a unique form of data collection, the FL autobiography, to explore the perceptions of a group of adult FL learners (N ϭ 51) toward a broad range of issues related to classroom atmosphere and instruction. Qualitative analysis of student writings revealed 3 categories of data: classroom interactions, perceived level of success, and attributions of success and failure. In general, students believed that their instruction focused too little on oral communication, they reported low estimations of their level of proficiency, and they tended to attribute their failures to their own lack of effort in the FL classroom. Possible implications for instruction and placement of FL students are discussed.TWENTY-FIVE YEARS AGO, WALKER (1973) conducted a large survey study to discover students' perceptions of their foreign language (FL) 1 study. The comments of over 600 students at one university revealed serious concerns over how FL classes were conducted. Since that time, FL education has undergone significant changes in pedagogy, at least in theoretical orientation and published recommendations for teachers.

Learners' perceptions of their successes and failures in foreign language learning

“…Little, 1985;McQuillan, 2000;Tse, 2000). Of these categories, however, effort, ability, strategy use, interest, the contribution of the teacher and the nature of the learning task are clearly shown to be the most commonly employed.…”

“…On the other hand, lack of time and effort, poor study strategies and atmosphere were most frequently cited for failure. Similarly Tse (2000) in her qualitative study of university students learning a foreign language whilst studying the USA, found success attributed to the teacher, the environment, the community and personal motivation. Those who did not feel successful tended to blame themselves for lack of effort, lack of motivation, the teacher and the course.…”

Issues in Mandarin language instruction: theory, research, and practice

“…When their views are included, observations and analyses of classroom discourse are missing from the research design (e.g., in student surveys; Conrad, 1999;Tse, 2000). Yet these views provide useful information about students' expectations, awareness, learning styles, and psycholinguistic processes and outcomes and make comparisons possible with the views of teachers and the academic community at large.…”

“…Research communities recommend certain approaches to teaching a foreign language (FL) or sometimes produce contradictory recommendations or alternatives regarding particular teaching methods, based on mixed findings across studies. Teachers then wrestle with the interpretation and application of these research-based prescriptions in their own instructional contexts, which have their own histories and cultures (Freeman & Richards, 1996;Freeman & Johnson, 1998;Johnson, 1999;Tse, 2000). They must therefore negotiate a complex range of social, institutional, and epistemological factors in order to be effective and successful in their classrooms (see Figure 1).…”

A Study on the Perceptions of Secondary School Students regarding the Form-focused and Communication-focused English Instruction

“…Some scholars advocate that the role of student perceptions is of great importance in language teaching practice (Griego-Jones, 1994;Horwitz, 1989;McCaslin & Good, 1996;Norris-Holt, 2002;Savignon & Wang, 2003;Tse, 2000;Walker, 1976). As EFL teachers understand more about students' attitudes and perceptions, they are in a better position to prepare and implement an EFL curriculum and to adopt appropriate teaching approaches which are learner-based (Nunan,1988;Richards & Nunan,1990;Richards & Lockhart, 1994).…”