||A study of beliefs about English learning and the use of English learning strategies of senior high school students in Taipei
||Department of English
senior high school students
English learning strategies
beliefs about English learning
||This study aims to investigate high school students’ beliefs about language learning, language learning strategies and the correlation of both. To do this, Oxford (1990)’s Strategy Inventory for Language Learning (SILL) questionnaire and Horwitz (1987)’s Beliefs about Language Learning Inventory (BALLI) questionnaire were administrated in this study as the quantitative measurement. As for the qualitative method, this study applied semi-constructed interviews. The results revealed that these twelfth graders used a variety of strategies. They are, in the order frequency of use, compensation strategies, affective strategies, metacognitive strategies, cognitive strategies, social strategies, and, last, memory strategies. Their beliefs about language learning were overall positive for their learning. Most of the students endorsed the importance of English and were fond of English, thus willing to learn to speak well. The Pearson Correlation also revealed that their motivations related to the use of the most strategies. Nonetheless, the results also found mismatches between their strategy use and language learning beliefs. At the end of this study, pedagogical implications and suggestions based on the results were provided.
||Table of Contents IV
List of Tables VI
Table of Figures VIII
Chapter 1 INTRODUCTION 1
Background and Motivation 1
The Purpose of the Study 4
Research Questions: 4
Chapter 2 Literature Reviews 6
Language Learning Beliefs 6
Learners’ Belief System 8
Studies on Language Learning Beliefs 9
Language Learning Strategies 12
Studies on Language Learning Strategies 20
The relationship between language learning beliefs and language learning strategies 24
Chapter 3 Methodology 29
Quantitative Methods 30
Qualitative Method 33
Data Collection 34
Date Analysis 34
Chapter 4 Results and Discussions 35
Quantitative results 35
Language Learning Beliefs 35
Language Learning Strategies 44
The Relation between Language Learning Strategies and Beliefs 58
Qualitative Results 65
The Results of Interviews 65
Discussions on Results from BALLI 74
Discussions on Results from SILL 78
Discussions on the Relation between Language Learning Strategies and Beliefs 82
Discussions on interview results 86
Chapter 5 Conclusions, Implications, and Suggestions 88
Pedagogical implications 90
Limitations of This Study 92
Suggestions for further research 92
Appendix 1 Beliefs about language learning inventory (English version) 113
Appendix 2 Strategy Inventory for Language Learning (English version) 105
Appendix 3 Beliefs about Language Learning Inventory (Chinese version) 108
Appendix 4 Strategy Inventory for Language Learning (Chinese version) 111
Appendix 5 Background Survey Questionnaire 115
List of Tables
Table 2.1 Tarone’s strategy classification 14
Table 2.2 Rubin’s classification scheme 16
Table 2.3 Oxford’s language learning strategy system 19
Table 3.1 Questions used in the student interviews 33
Table 4.1.1 Frequency(%), mean and standard deviation of the BALLI’ items on foreign language aptitude. 36
Table 4.1.2 Frequency(%), mean and standard deviation of the BALLI’ items on the difficulty of language learning. 37
Table 4.1.3 Frequency (%), mean and standard deviation of the BALLI’ items on the nature of language learning. 39
Table 4.1.4 Frequency (%), mean and standard deviation of the BALLI’ items on learning and communication strategies 40
Table 4.1.5 Frequency (%), mean and standard deviation of the BALLI’ items on motivations. 41
Table 4.1.6 The ten items with the highest means and the ten items with the lowest means on BALLI 43
Table 4.2.1 Frequency (%), mean and standard deviation of the SILL’s items on memory strategies. 46
Table 4.2.2 Frequency (%), mean and standard deviation of the SILL’s items on cognitive strategies. 48
Table 4.2.3 Frequency (%), mean and standard deviation of the SILL’s items on compensation strategies. 50
Table 4.2.4 Frequency (%), mean and standard deviation of the SILL’s items on metacognitive strategies. 51
Table 4.2.5 Frequency (%), mean and standard deviation of the SILL’s items on affective strategies. 53
Table 4.2.6 Frequency (%), mean and standard deviation of the SILL’s items on social strategies. 54
Table 4.2.7 Rank ordering of the strategy categories according to frequency of usage 55
Table 4.2.8 The ten strategies with the highest means of use frequency and the ten strategies with the lowest means of use frequency 57
Table 4.3.1 Items Correlation Coefficients between BALLI and SILL over 0.400 59
Table 4.3.2 Paired items with correlation coefficient over .400. 61
Table of Figures
Figure.1 Dansereau’s overview of the learning strategies system …………………..16
Figure 2 Abraham and Vann’s Model of Second Language Learning………………25
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