The effect of Chinese ESL learners’ beliefs on their autonomous learning
View fulltext online
Citation:Zhong, Q. (2010). The effect of Chinese ESL learners’ beliefs on their autonomous learning. SiSAL Journal, 1(3), 212-225. Available from http://sisaljournal.org/archives/dec10/zhong
Permanent link to Research Bank record:http://hdl.handle.net/10652/1769
What beliefs do Chinese learners hold about language learning? What is the effect of these beliefs on their autonomous learning? These are the two questions that this study aims to address. I employed naturalistic inquiry (Lincoln & Guba, 1985) to investigate five Chinese ESL learners’ beliefs about language learning and their learning behaviour. A number of instruments (interviews, classroom observations and stimulated recall, learning logs) were used to collect triangulated data over a 12-week period. Following standard procedures of qualitative data analysis, I identified five categories of learners’ beliefs. The results revealed that the beliefs that the learners held were context-specific, reflecting their learning experiences. Some of them were conducive to learning autonomy while others were not. The beliefs influenced the level of the learners’ autonomy. The study suggests that educators should take into account learners’ beliefs when promoting autonomous learning.
Keywords:Chinese learners, Autonomy, Autonomous learning, Learners’ beliefs, Self-efficacy, Learning behavior
ANZSRC Field of Research:130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)
Copyright Holder:Qunyan Zhong
This article may be used for research, teaching and private study purposes. Please contact the author for permission to re-print elsewhere.
This digital work is protected by the Copyright Act 1994 (New Zealand). It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.