A Longitudinal Study of Dynamic Changes in and Contributing Factors of Learner Belief of Chinese Foreign Language Learners

Xinmiao Liu

English Language Teaching, 2018, vol. 11, issue 7, 61

Abstract: A longitudinal study was conducted to assess changes in and contributing factors of learner belief for a sample of 70 Chinese foreign language learners. Foreign language proficiency and learner factors such as learner belief and learning strategy were measured four times at approximately fifty-day intervals. The results show that there were significant changes in self-efficacy belief, belief about learning difficulty and belief about learning strategy. The major contributing factors to changes in self-efficacy belief include learning strategy, effort, foreign language anxiety, motivation and foreign language proficiency. Meanwhile, learning style, learning strategy and foreign language anxiety have significant effects on changes in learner belief about learning strategy.

Date: 2018
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/75841/41911 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/75841 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:11:y:2018:i:7:p:61

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().