Beliefs About Language Learning Inventory Balli

Published Date: 02 Nov 2017

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STUDENT NAME: YILUN DONG

YEAR: 2012-2013

ID/REG No: 1271059

MODULE NO: 1121410

MODULE TITLE: Practitioner Inquiry in Education

MODULE LEVEL: LEVEL M

Credit Value:

20

Date Due: 7/1/2013

Extension?

No

Resubmission?

No

PROGRAMME: MA TEFL

Mode of study:

ST

Required word length:

3600-4400

FIRST MARKER:

SECOND MARKER:

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Actual word length:

3785

ASSIGNMENT TITLE: EFL learners’ beliefs and language learning strategy use in study abroad context

By submitting this assignment I confirm that I have not committed plagiarism when completing the work, nor have I colluded with any other student in the preparation and production of this work.

Practitioner Inquiry in Education (PIE assignment)

Dissertation proposal

Topic: EFL learners’ beliefs and language learning strategy use in study abroad context

YILUN DONG

1271059

Content

Content 3

1Introduction 1

1.1 Background of the research 1

1.2Why choose this research? 2

1.3Beliefs and learning strategies in study abroad context 2

1.4Statement of the purpose and research questions 3

1.5Limitations of the study 4

2Brief review of the literature 4

2.1.Beliefs about language learning Inventory (BALLI) 4

2.2.Language-learning strategies 5

2.3.Variables influencing the use of language-learning strategies (Gender, Self-rated proficiency) 5

2.4.Relationship between belief and learning strategy use 6

3Method 6

3.1.Research design 7

3.2.Participants 7

3.3.Instruments 8

3.3.1.The belief about language learning Inventory (BALLI) 8

3.3.2.The strategy inventory for language learning (SILL) 8

3.3.3.Interview 9

3.4.Procedure 9

3.5.Data analysis 10

3.5.1.Quantitative data analysis 10

3.5.2.Qualitative data analysis 10

4Ethical and practical issues 10

5Proposed timetable 11

6References: 12

7Appendix A: 16

8Appendix B: 19

Introduction

Background of the research

Study abroad (SA) has changed in recent years for a broad variety of program options with different kinds of goals. For example, some students participate in SA program for the purpose of enhancing their foreign language and cultural learning; others centered on improving professional skills. Freed (1995) pointed out that, for many people, the extend to which they learn during the SA period, the accuracy of using the language of that country, and the style and dialect which they acquire rely on plenty of variables, all of these have come to be related to the second language acquisition (SLA).

Corresponding to the shift in the field of SLA, interested in EFL has changed from teachers’ teaching to students’ learning with the growing number of researching learners’ belief (Fang, 2010). Therefore, how people can learn a foreign language quickly and efficiently has become a question which needs researchers to identify. Additionally, researching on students’ learning belief about language learning and their learning strategies have become a heated topic (Fang, 2010), many studies have researched on leaner beliefs and their second language learning behavior such as learning strategy (Abraham and Vann, 1987; Horwitz, 1987, 1988; Wenden, 1986a, 1987a). Furthermore, the previous studies have produced insightful findings in learner’ belief about language learning would impact on their way of using learning strategies to learn a second language (Abraham and Vann, 1987; Horwitz, 1987, 1988; Wenden, 1986a, 1987a). As Horwitz (1988) pointed out that students’ expectation, commitment, success, and satisfaction with their language classes should provide to teachers for better understanding of students. The majority of research on belief and learning strategy has carried out in various context, such as English as second language classes (Siebert, 2003), EFL in other countries (Diab, 2000; Yang, 1999), or in cross-cultural contexts (Bedell and Oxford, 1996). Therefore, the present study was part of a wide-ranging study examining belief and learning strategy in study abroad context.

Why choose this research?

A growing body of evidence suggests that learning strategies is limited to confirm what learners did with their language. In addition, few studies are concern about learner’s language strategy use and success in language learning (Cohen and Aphek, 1980; Rubin, 1975). As Oxford (1990: p.1) pointed out that: "learning strategies are important for language learning because they are tools for active, self-directed involvement" thus, as we can see that learning strategies play a central role for in learning which not only improve learners’ autonomy in language learning (Holec, 1981), but also foster their language proficiency achievement (Bremner, 1998; Oxford 1990; O’mally, Chamot, Stewner-Manzanares, Russo and Kupper, 1985; Politzer, 1983). Accordingly, many recent studies have investigated how language learners choose their language learning strategies, which is affected by various learner characteristics for example cultural back ground (Oxford, 1996), social context (Parks and Raymond, 2004), learning styles (Ehrman and Oxford, 1989) and belief (Yang, 1999).

Learners’ belief in language learning is influenced by their learning context, learning behaviors. In addition, beliefs in language learning have been found closely relationship with learners’ choice of learning strategies (Yang, 1992, 1999; Wenden, 1987a). For example, leaners with strong beliefs in focusing spoken English learning would be likely to use strategies that support spoken English learning such as trying to talk with a native speaker; watching English language television shows spoken in English or going to movies spoken in English. Christison and Krahnke (1986: p.78) emphasized that: "studies of leaner belief and attitude are valuable sources of insight into language learning".

Beliefs and learning strategies in study abroad context

Many studies have found that study abroad can influence on learners’ learning strategies use, for instance, Watanabe (1990) indicated that Japanese students who have spent three months in English speaking country usually use more communicative strategies than those who studying in Japan. Gao (2006) found that Chinese learners had changed their learning vocabulary and grammar learning strategies after they had moved to Great Britain. In addition, research has suggested that learner’s belief in language learning influence their language learning strategies, for instance, Wenden (1987b) identified 25 adults ESL learners at American language Program (ALP) at Columbia, she found that leaners who have strong belief about the importance of speaking and listening would usually use communicative strategies. Learners who were concerned about consulting reference materials would often use cognitive strategies. Park (1995) indicated the relationship between learner beliefs and choice of learning strategies in Korean University; she conducted BALLI and SILL to 332 university students who learnt English as their foreign language. Research identified four groups of belief have found among students, motivational belief and beliefs about formal English, self-efficacy and beliefs about social interaction, beliefs about learning spoken English, and beliefs about foreign language aptitude. In addition, Park (1995) also found various learning strategies that students use in their learning such as independent and interactive practice strategies, metacognitive strategies, communication-affective strategies, and memory strategies. The result shows that although students hold a strong believes on spoken English, they used more memory strategies and metacognitive strategies than communication-affective strategies. Park concluded the reason why for this relationship was due to the reason that the students fear of making mistakes when interacting with native speakers.

In sum, as we can see that many studies have suggested that learners’ belief and their learning strategies have strong relationship with each other. In other words, learners’ belief will lead their choice of choosing language-learning strategies. As an EFL learner, study abroad gives me this opportunity to research my interesting questions.

Statement of the purpose and research questions

The primary purpose of this paper is to demonstrate EFL leaner’s beliefs and their language learning strategy, the second goal is to investigate the relationship between Chinese EFL learners’ belief and their language learning strategy use in study abroad context. The final goal is to illustrate the influence of participants’ background variables such as: gender, self-rated English proficiency on their beliefs and language learning strategy. In particularly, this dissertation proposal sought to answer the following questions:

What are the beliefs of EFL learners concerning language learning in study abroad context?

What are the language-learning strategies do EFL learners use?

What are the relationships between the learners’ beliefs about language learning and their language-learning strategy use?

Do participants’ background variables (gender, self-rated English proficiency) influences their belief and language-learning strategy?

Limitations of the study

The study that I will carry in my next semester would have some limitations. First, the number of EFL students; the participants of the study are MA TEFL/TESL students in the University of Birmingham from different departments—education department and art department. Consequently, the results may influence by the small sample. Another limitation of the study is the two instruments which used two questionnaires; the result of the study depends on participants’ honesty, willingness to each question. Third, the self-reported questions may not cover all types of belief and learning strategies, so there are two open-ended questions which may be solve this limitation.

Brief review of the literature

Many studies have investigated that studying abroad can influence learners’ belief; this chapter presents a belief review of literature which centers on leaners’ belief, language-learning strategies, and the previous studies about the relationship between belief and strategy use. The part of the language-learning strategies involves investigations of the definitions and classifications of language-learning strategies, and variables which would influence on learners’ strategies use. We hypothesis that some students who are more successful than others may be result of more effective language learning strategies they use.

Beliefs about language learning Inventory (BALLI)

Belief is the knowledge held by language learners’ perceived ideas, concepts, opinions, assumptions of language or language learning (Holec, 1981; Horwirtz, 1987; Wenden, 1987a). Additionally, according to Wenden (1991), language learning belief refers to learner perceives in language learning process, about how to learn language/ language skills, and communicative competence. In a series of studies, Horwitz (1987) developed the classification of learners’ language learning beliefs in five major areas: (1) Foreign language aptitude; (2) the difficulty of language learning; (3) the natural of language learning; (4) learning and communication strategies; (5) motivation and Expectations.

Language-learning strategies

Learning strategies are behaviors that learner use to enhance their second language learning, it has been explored by researchers, Oxford (1990) pointed out that the strategy has a special meaning and an archaic spelling in the old time in Greek: 'strategia' means 'steps or actions taken for the purpose of winning a war known as military strategy'. According to Naiman et al. (1978), students who were called 'good language learners' were asked by researchers to explore their successful strategies in language learning in 1970s. López (2011) claimed that these kinds of studies benefit 'less successful learners', which means 'less successful learners' can use these successful strategies in their own language leaning.

As López (2011) pointed out that, strategies aim for different purpose, such as 'communication', 'the processes of speaking, listening, reading and writing', etc. According to Cohen (1998), learning strategies can be separated into two areas types: using of language and learning the language. However, different researchers find strategies in different categories, for example, O' Malley and Chamot (1990) divided learning strategies into: 'metacognitive strategies', 'cognitive strategies', and 'social/affective strategies'. Oxford (1990) divided strategies into 'direct strategies' and 'indirect strategies', 'direct strategies' which include 'memory strategies', 'cognitive strategies' and 'compensation strategies'. However, 'indirect strategies include 'metacognitive strategies', 'affective strategies', and 'social strategies'.

Variables influencing the use of language-learning strategies (Gender, Self-rated proficiency)

Many studies have investigated the use of strategies and learning belief varies according to many different individual factors. According to Oxford (1989) those individual factors which include learners’ proficiency level, motivation, personality, learning style, specialization, aptitude, and gender. Gender differences have examined as a factor which affects learners’ strategy use. Many studies have shown that females showed more frequent use of strategies over males. For example, Green and Oxford (1995) found that females used more learning strategies than male (memory, metacognitive, affective, and social strategies). In addition, Oxford and Nyikos, 1989; Bacon and Finnemann, 1990; Politzer, 1983; Bacon, 1992; Osanai, 2000) also revealed a same result.

Among these factors have mentioned above, learners’ language proficiency has also become the focus in many studies. (Green and Oxford, 1995; O’Malley, et.al., 1985; Wharton, 2000). Self-rated proficiency is also one of the individual factors, the results of many studies showed that higher proficiency learners tend to use strategies more often and more efficiency (Oxford and Nyiko, 1989). Wharton (2000); Goh and Foong (1997) investigated the correlation between strategy uses and self-rated language proficiency, these studies demonstrated that self-rated proficiency and learning strategies use were get involved in with each other, moreover, the participants who think they are experienced investigated frequent use of many learning strategies. However, in Hong-Nam and Leavell (2006) study which investigated language learning strategy use in with various cultural back ground and different linguistic background learners, the study found that intermediate level reported more learning strategies use than the beginning and advanced learners. As a result, based on previous finding, the level of self-rated proficiency is an important variable impacting on learners’ learning strategies use which should be considered more carefully.

Relationship between belief and learning strategy use

Previous studies have produced insightful findings in learner’ belief about language learning would impact on their way of using learning strategies to learn a second language (Abraham and Vann, 1987; Horwitz, 1987, 1988; Wenden, 1986a, 1987a). For example, Wenden (1987b) identified the evidence of the influence of learners’ belief and their language-learning strategy use, she illustrated learners who were cared about using the language, such as speaking and listening would often use communicative or functional strategies. Furthermore, Abraham and Vann (1987) have also investigated how leaners operated their belief as a consequence of affecting their language-learning behavior.

Method

The aim of this part is to present the methodology of this study which refers to research design, participants, instruments, data collection procedure and the data analysis.

Research design

This study uses a mixture of combining quantitative and qualitative methods which refers to the mixed method. As Johnson, Onwuegbuzie and Turner (2007) pointed out that mixed method research can be recognized as a mixing of approaches or methods which combines qualitative and quantitative. Using the combination of qualitative and quantitative method allows for a more complete analysis of the research problem (Greene et al., 1989). Many studies have found the strengths and limitations of mixed research, such as in Migiro and Magangi (2011) evaluated that mixed method research could answer a broader and complete research questions, furthermore it can afford more insight understanding that might be missed when only with single method, however, mixed method also have limitations such as researcher has to learn how to combine qualitative and quantitative method appropriately and mixed method needs more time consuming.

A survey method will be used in this study in order to collect data. Considering the research questions, I will use two surveys (the SILL, the BALLI) to 70 EFL learners in the University of Birmingham. Statistical procedures will be used for analyzing the quantitative data. The qualitative data will be demonstrated from interview.

Questionnaires have been used as a commonly tool to investigated about belief and language-learning strategies, however, this method offers several advantages and limitations. Questionnaire is easier to tabulate a large number of respondents. It can be seen that using questionnaire is an easier way to collect data and less dangerous than observation, especially if the researcher has limited time and resources. Furthermore, questionnaire allows data collection more clarity at different period of time (McDonough and McDonough, 1997). However, questionnaires also have limitations. Wenden (1987) mentioned that questionnaire cannot articulate what participants’ metacognitive knowledge, with not affording participant to express their own terms. Thus, in this study I decided to obtain data from a survey method. Data will be collected from three surveys, the most widely used questionnaire to investigated beliefs and learning strategies are Horwitz’s (1987) beliefs about language learning inventory (BALLI), Oxford’s (1990) strategy inventory for language learning (SILL).

Participants

70 university students in the University of Birmingham participated in this study. The participants are studying MA TEFL in the school of education or doing MA TEFL/TESL in department of arts.

Instruments

Two questionnaires and an interview would be used in this study; the first questionnaire the beliefs about language learning Inventory (BALLI) designed by Horwitz (1987). The second questionnaire is the strategy inventory for language learning (SILL) designed by Oxford (1990). This questionnaire also includes two questions about participants’ individual background information, which refers to gender, and self-rated proficiency. At the end of each questionnaire there will be an open-ended question as an additional item which aims for eliciting additional information or comments from participants in learning belief and language-learning strategy use.

The belief about language learning Inventory (BALLI)

The belief about language learning Inventory was designed to assess learners’ opinions on variety issues. Three originally Horwitz version of BALLI is for different subjects, among them, one is for U.S students learning a foreign language with 34 items which was carried out in 1988. In this study, the BALLI version is aim to illustrate the beliefs held by EFL learners about language learning which refers to Appendix A. Thus, this questionnaire contains two sections; the first section will contain 34 items and assesses learners’ belief in five major areas: (1) difficulty of language learning; (2) foreign language aptitude; (3) the nature of language learning; (4) learning and communicative strategies; and (5) motivations and expectations. The second section will contain one addition item "describe any ideas you think about language learning other than those listed above", to premise additional beliefs from learners. Those 34 items were scored on five-point Likert-scale: (1) strongly disagree, (2) disagree, (3) neither agree nor disagree, (4) agree, (5) strongly agree.

The strategy inventory for language learning (SILL)

The second questionnaire is originally adapted from Oxford (1990) which refers to Appendix B to measure the learners’ language learning strategy use. The SILL is a self-reported questionnaire which aims to research learner about the frequency of their use of 50 (items) strategies. Numerous of studies has been used SILL as instrument to assess the frequency of language learning strategy (e.g. Green and Oxford, 1995; Hong-Nam and Leavell, 2006; Park, 1997). Based on Oxford classification whereby individual strategies are grouped into six categories: (1) Memory strategies, (2) Cognitive strategies. (3) Compensation strategies, (4) Metacognitive strategies, (5) Social strategies. Besides the 50 original items, additional open-ended question is also carry on this questionnaire which refers to any other strategies by participants. The questionnaire uses five Likert-type responses for each strategy which ranges from 1 to 5 for searching how often participants use these strategies. 1=never or almost never, 2=generally not, 3=somewhat, 4=usually, 5=always or almost always. Participants were asked to indicate the frequency with the strategies they use by choosing the numbers that represents their response. The higher number refers to the more frequent that the learner use the strategy. Oxford (1990) categorizes the scale of the frequency use of the strategies: (1) ‘high use’ (3.5-5.0), (2) ‘medium use’ (2.5-3.4), (3) ‘low use’ (1.0-2.4). However, some of the researchers have risen about the limitation of SILL. For instance, as Tseng, Dornyei, and Schmitt (2006, p 83) pointed out that "there is no linear relationship between the individual item scores and the total score and the total scale scores; for example, one can be a good memory strategy user in general while scoring low on some of the items in the memory scale ". Another part of the questionnaire includes the background information of the participant which indicates gender as well as self-rated language proficiency.

Interview

This informal interview could be conducted after analyzing the questionnaire; the number of the participants could be 10 learners. The interviews could contain open-ended questions which relate to the participants’ individual strategy use in different learning areas such as: listening, speaking, reading, and writing, and their learning strategies in study abroad context and in their hometown. The aim of the interview is to interview more detailed learning strategy used by participants.

Procedure

The survey could conduct twice time, because each of the questionnaire may takes about 20 minutes for participant to fill out. The first time could deal with the first questionnaire for researching learners’ belief, and the second time could conduct another questionnaire. Both of the questionnaires will be doing after class or sending by email. Learners will be told that there is no right or wrong answers to these questions and their answer will be only used for researching. The interview will be doing after analyzing the questionnaires’ data; each of the interviews could take about 10 minutes.

Data analysis

After collecting the completed questionnaires, quantitative and qualitative data will be performed in this study. Descriptive statistics: means, standard deviation, frequencies as well as the learners’ back ground information which includes gender and self-rated proficiency will be calculated to display the subjects’ overall response to the learners’ belief and learning strategies. Statistical Package for the Social Sciences (SPSS) will be used to analyze the data. Then, pearson correlations will be conducted to the data in order to determine the relationship between language learning beliefs and learning strategies. A content analysis will be conducted for analyzing students’ response to the two additional questions, and the interviews which assess their additional beliefs and strategies use. The aim for the content analysis is used to recruit statistical result for better understanding.

Quantitative data analysis

Descriptive statistics which includes means, standard deviations, and frequencies will be calculated and summarize the learners’ beliefs about language learning as well as their language learning strategy use. Another part is of the quantitative data analysis is the variation includes gender and self-rated proficiency will be reported individual in learning strategy parts and learners’ belief part. Self-rated proficiency and gender serve as independent variables.

Qualitative data analysis

As preliminary step in data analysis, the response of the interview will be content analysis, for instance for the qualitative analysis, interviews will be audio recoded, after collecting the data, I will transcribe the interview and analyze which relate to the participants’ individual strategy use in different learning areas such as: listening, speaking, reading, and writing, and their learning strategies in study abroad context and in their hometown.

Ethical and practical issues

In this study, the instrument is questionnaires in a survey research; this instrument seems not raise many ethical issues for the reason that there is little direct interaction between researcher and respondent. However, there are still issues need to be concerned. In the survey that I have planned, it could be possible to find the participants, in other words, the researcher should protect the identity and privacy of each member of the participant, such as their names, gender. In addition, treatment of my research participant is important and fundamental issue that I have to concern. Another issue I have to aware is the interviews in my qualitative part of the research, in the process of the interview, the research participants often reveal sensitive questions which are not part of the study. As Johnson and Christensen (2008) pointed out that the research participants may look the researchers as an "expert" so that they could convey confidential and sensitive information. Such as, according to my study, students may reveal they are having dissatisfaction with teachers and university. When this kind of information is reveal, researchers have to address this issue rather than dismiss as an outside issue which beyond the purpose of the study.

There is another practical issue that I have to pay attention to deal with, suppose the response of the questionnaire is only 50 percent for return. How about those who have not responded? Thus, as for this issue, I decide to retain a list which includes names and codes in order to identify with a specific person who has not responded. After the questionnaire is returned, I will delete the name and the specific code from my retain list and also the removed from the questionnaire so that the list would be left with those who have not responded my questionnaires. After that, I will send them a reminder to help me finish my questionnaires. Another part of the issue I have to concern is the professional issue such as, reviewing other people’s research, avoiding plagiarism.

Proposed timetable

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