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dc.contributor.authorZhong, Qunyan (Maggie)
dc.date.accessioned2015-04-27T23:25:23Z
dc.date.available2015-04-27T23:25:23Z
dc.date.issued2011
dc.identifier.isbn9780473240219
dc.identifier.urihttps://hdl.handle.net/10652/2773
dc.description.abstractLearner autonomy has received increasing attention in SLA. However, a literature review indicates that empirical studies focusing on the impact of individual learner factors on learner autonomy are scarce. This study employed a naturalistic inquiry (Lincoln & Guba, 1985) to investigate the relationship between two Chinese migrant learners’ beliefs about language learning and their levels of learner autonomy. A number of instruments (interviews, classroom observations, stimulated recall interviews and learning logs) were used to collect triangulated data over an 18-week period. Following standard procedures of qualitative data analysis, the study identified four categories of learners’ beliefs. The results reveal that the learners varied in the beliefs they held about language learning. Some of them were more conducive to learner autonomy while others were at odds. Their beliefs influenced their levels of autonomy. The study suggests that educators should take into account learners’ beliefs when promoting autonomous learning. The paper concludes with some practical instructional recommendations.en_NZ
dc.language.isoenen_NZ
dc.publisherUniversity of Auckland. Faculty of Education. Language, Education & Diversity.en_NZ
dc.relation.urihttps://led.education.auckland.ac.nz/en_NZ
dc.subjectChinese learnersen_NZ
dc.subjectlearner autonomyen_NZ
dc.subjectlearner beliefsen_NZ
dc.subjectlevels of autonomyen_NZ
dc.subjectESLen_NZ
dc.subjectsecond language acquisition (SLA)en_NZ
dc.titleLearner Beliefs and Learner Autonomy : A Case Study of Two Chinese Migrant Learners in New Zealand.en_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.rights.holderUniversity of Auckland. Faculty of Education. Language, Education & Diversity.en_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.subject.marsden200401 Applied Linguistics and Educational Linguisticsen_NZ
dc.identifier.bibliographicCitationZhong, Q. (2013). Learner Beliefs and Learner Autonomy: A Case Study of Two Chinese Migrant Learners in New Zealand. In May, S. (Ed.) (2013). LED2011: Refereed conference proceedings of the 3rd International Conference on Language, Education and Diversity. Auckland, New Zealand: The University of Auckland(Ed.),en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleLED2011: Refereed conference proceedings of the 3rd International Conference on Language, Education and Diversity.en_NZ
unitec.conference.title3rd International Conference on Language, Education and Diversityen_NZ
unitec.conference.orgUniversity of Auckland. Faculty of Education. Language, Education & Diversity.en_NZ
unitec.conference.locationUniversity of Aucklanden_NZ
unitec.conference.sdate2011-11-23
unitec.conference.edate2011-11-26
unitec.peerreviewedyesen_NZ
unitec.identifier.roms55159en_NZ


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