University students’ beliefs about learning English and French in Lebanon

Diab, Rula L.

doi:10.1016/j.system.2005.06.014

Cited by 89 publications

(85 citation statements)

References 11 publications

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“…and Lebanon, the questionnaire was provided in English since it is a language regularly spoken in these two countries (Diab, 2006;Randall and Samimi, 2010). However, following Brislin's (1980) recommendations on the back-translation process, the English questionnaire was translated into French before it was distributed to employees in Tunisia since French is one of the two commonly spoken languages in that country (Stevens, 1983).…”

Section: Methodsmentioning

confidence: 99%

Participative Leadership and Organizational Identification in SMEs in the MENA Region: Testing the Roles of CSR Perceptions and Pride in Membership

2017

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Section: Methodsmentioning

confidence: 99%

Participative Leadership and Organizational Identification in SMEs in the MENA Region: Testing the Roles of CSR Perceptions and Pride in Membership

2017

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“…A typical research instrument employed is Horwitz's Beliefs about Language Lear ning Inventory (BALLI) questionnaire (Horwitz, 1987;1988) which is designed to examine learners' beliefs in five major areas: (1) difficulty of language learning; (2) foreign language aptitude; (3) the nature of language learning; (4) learning and communication strategies, and (5) motivations and expectations. Since its development, the BALLI has been used with learners in various parts of the world, including Australia (Bernat 2006), Korea (Park, 1995;Truitt, 1995), Lebanon (Diab, 2006), China (Su, 1995), Taiwan (N. Yang, 1999, the United States (Horwitz, 1987(Horwitz, , 1988Kuntz, 1996;Oh, 1996) and Turkey (Kunt, 1997;Ariogul & Onursal, 2009). Some common belief patterns have been reported across these studies.…”

Section: The Balli-based Studiesmentioning

confidence: 99%

The nature of language learners’ beliefs: A half-told story

Zhong

2015

ijes

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Substantial amount of research regarding L2 learners' beliefs has been conducted in recent years. However, not enough attention has been paid to investigating the nature of learners' beliefs; hence our understanding of the construct is contradictory in the sense that early research studies report stability in beliefs, while more recent studies provide evidence of change in learners' beliefs. This paper reports on a case study aiming at contributing to a deeper understanding of the nature of language learners' beliefs. Data were gathered longitudinally over an 18-week period using a number of tools. The findings reveal the complexity of learners' beliefs. The beliefs that the learners held were not always in harmony and some of them can be self-contradictory. Furthermore, while some beliefs may evolve and change over time and across situation, others may remain relatively stable, suggesting the complex and dual nature of learners' beliefs. Drawing on these findings, the paper concludes that learner beliefs can best be perceived as an inter-related construct that has dual features and sometimes can be paradoxical. KEYWORDS:Learners' beliefs, Chinese language learners, case study, changes in learners' beliefs. RESUMENUna proporción significativa de la investigación existente sobre las creencias de los aprendices de L2 ha sido producida en años recientes. Sin embargo, la naturaleza de dichas creencias no ha recibido aún suficiente atención. Nuestra compresión de este constructo presenta la paradoja de que los estudios iniciales indicaban una estabilidad en las creencias de los aprendices, mientras que los más recientes atestiguan cambios en las mismas. Para este estudio longitudinal se recogieron datos a lo largo de un período de 18 semanas mediante diversas herramientas. Los resultados dan fe de la complejidad de las creencias de los aprendices. Sus creencias sobre el aprendizaje de la L2 no siempre eran coherentes entre sí. Además, mientras que algunas creencias pueden evolucionar, otras se mantienen relativamente estables. El estudio concluye que las creencias de los aprendices de L2 pueden concebirse como un constructo complejo con rasgos duales y, en algunos aspectos, paradójico.PALABRAS CLAVE: Disposición a comunicarse, contexto, ansiedad, personalidad, motivación, estudio de casos prácticos.

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“…Responses to the BALLI questionnaire differed greatly depending on the language under study and the culture of the students studying it, for example 66-85% of American students studying Japanese believed in an innate language aptitude, while only 46-52% of American students studying French, Spanish, and German did. Diab (2006) examined students' beliefs about French and English, where students statistically viewed French as easier than…”

Section: Discussionmentioning

confidence: 99%

Comparative Language Learning Beliefs: Why Aptitude Matters

Burns¹,

García²

2017

SLL

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Language Learning Beliefs (LLB) are an important area for foreign and second language learningresearch that has grown considerably over the last decade, and which spans multi-disciplinary fields across education, linguistics and psychology (Martínez Agudo, 2014). These beliefs have become more important as they affect motivation and perhaps even language learning strategies (Zare-ee, 2010), though more research must be done in the latter area (Martínez Agudo, 2014

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University students’ beliefs about learning English and French in Lebanon

Cited by 89 publications

References 11 publications

Participative Leadership and Organizational Identification in SMEs in the MENA Region: Testing the Roles of CSR Perceptions and Pride in Membership

Participative Leadership and Organizational Identification in SMEs in the MENA Region: Testing the Roles of CSR Perceptions and Pride in Membership

The nature of language learners’ beliefs: A half-told story

Comparative Language Learning Beliefs: Why Aptitude Matters

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