Prospective EFL Teachers` Beliefs about Language Learning and Gender Differences in a Higher Education Context

Yıl 2016, Cilt: 2 Sayı: 1, 0 - 0, 03.04.2016

Heri Mudra

https://doi.org/10.17985/ijare.13474

Cited By: 1

Öz

The purposes of this study were to find out the beliefs about English as a foreign language and statistical gender differences between male and female students at STAIN Kerinci. 100 male and female EFL students were involved in the survey employing Beliefs about Language Learning Inventory (BALLI) found by Horwitz (1987). Based on the analysis, there was no significant gender difference between the male and female students in terms of the beliefs about English as a foreign language, except for some items which showed statistically different in gender. The difference is on the item that states whether or not students who are good at maths could not understand English well. More female students believed in this statement, but only fewer male students did. Another difference between the gender is about whether or not they can ultimately understand English very well. 

Anahtar Kelimeler

BALLs, Gender Differences; Higher Education

Kaynakça

• Barcelos, A. 2000. Understanding teachers’ and students’ language learning beliefs in experience: A Deweyan approach (John Dewey). Unpublished doctoral dissertation. The University of Alabama, Tuscaloosa.
• Bolton, Kinsley. 2006. World Englishes Today. In Kachru, Braj B., Yamuna Kachru, and Cecil L. Nelson (eds). The Handbook of World Englishes. New York: Blackwell Publisher
• Bloomfield, Leonard. 1973. Language. London: Compton Printing Ltd.
• Canale, M. 1983. From communicative competence to communicative pedagogy. In J. C. Richards and R. W. Schmidt, eds., Language and Communication. London:Longman.
• Canale, M., and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1–47.
• Carter, B.A. 1999. Begin with beliefs: exploring the relationship between beliefs and learner autonomy among advanced students. Texas Papers in Foreign Language Education, 4(1), 1-20.
• Ehrlich, S. 2008. Gender as social practice. Implications for second language acquisition. Studies in Second Language Acquisition, 19, 421-446.
• Halliday, M. A. K. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning. Baltimore: University Park Press.
• Horwitz, E. 1987. The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283-294.
• Kuntz, P. 1999. Secondary Students’ Beliefs about Language Learning. (ERIC Document Reproduction Service, No. ED427514).
• McDonough, S. 1995. Strategy and Skill in Learning a Foreign Language. London: Edward Arnold.
• Peacock, M. 2001. Preservice ESL teachers’ beliefs about second language learning: A longitudinal study. System 29(2), 177-195.
• Siebert, L. 2003. Student and teacher beliefs about language learning. The ORTESOL Journal, 21, 7-39.
• Tumposky, N.R. 1991. Student beliefs about language learning: A crosscultural study. Carleton Papers in Applied Language Studies, 8, 50-65.
• Victori, M. & Lockhart, W. 1995. Enhancing Metacognition in self-directed learning. self-directed learning. System 23, 2, pp. 223-234.
• Wenden, A. 1987. How to be a successful language learner: Insights and Prescriptions from L2 learners. In A. Wenden and J. Rubin (Eds.), Learner strategies in language learning (pp.103-117). London: Prentice Hall.
• Wenden, A. 1999. An introduction to metacognitive knowledge and beliefs about language learning: Beyond the basics. System, 27, 435-441.
• Yang, N.D. 1992. Second language learners’ beliefs about language learning and their use of learning strategies: A study of college students of English in Taiwan. Unpublished doctoral dissertation. The University of Texas, Austin.