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The effect of Chinese ESL learners’ beliefs on their autonomous learning

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Show simple record Zhong, Qunyan 2012-02-15T21:22:58Z 2012-02-15T21:22:58Z 2010-12
dc.identifier.issn 2185-3762
dc.description.abstract 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. en_NZ
dc.language.iso en en_NZ
dc.publisher Kanda University of International Studies en_NZ
dc.relation.uri en_NZ
dc.rights This article may be used for research, teaching and private study purposes. Please contact the author for permission to re-print elsewhere. en_NZ
dc.subject Chinese learners en_NZ
dc.subject Autonomy en_NZ
dc.subject Autonomous learning en_NZ
dc.subject Learners’ beliefs en_NZ
dc.subject Self-efficacy en_NZ
dc.subject Learning behavior en_NZ
dc.title The effect of Chinese ESL learners’ beliefs on their autonomous learning en_NZ
dc.type Journal Article en_NZ
dc.rights.holder Qunyan Zhong en_NZ
dc.subject.marsden 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori) en_NZ
dc.identifier.bibliographicCitation Zhong, Q. (2010). The effect of Chinese ESL learners’ beliefs on their autonomous learning. SiSAL Journal, 1(3), 212-225. Available from en_NZ
unitec.institution Unitec Institute of Technology en_NZ
unitec.publication.spage 212 en_NZ
unitec.publication.lpage 225 en_NZ
unitec.publication.volume 1 en_NZ
unitec.publication.title SiSAL Journal en_NZ
unitec.peerreviewed yes en_NZ
unitec.identifier.roms 51651

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