Reading Cards: Chinese Students’ Rationales for Their Language-related Epistemic Beliefs

Yanyan Wang and Larisa Nikitina

SAGE Open, 2024, vol. 14, issue 4, 21582440241297443

Abstract: Studies on epistemic beliefs in L2 research are in a nascent stage. Acknowledging deeply rooted and complex intersections between prevalent cultural norms within a society, individually held beliefs, and mutually shared opinions among members of a social group, this Q methodological study explored Chinese university students’ rationales for holding particular language-related epistemic beliefs. Twenty students learning English as a foreign language participated in post Q-sorting interviews, where they explained the rationales for holding certain sets of beliefs about knowing and learning the English language. We analyzed the data using Card Content Analysis (CCA), a particularly suitable approach for the Q methodology. The findings revealed that the students held fairly sophisticated epistemic beliefs, and these beliefs were culturally rooted. The students placed a high premium on making a conscientious effort to learn English; they prioritized commitment and perseverance over having a special talent for learning languages. The respondents also believed that English, as any language, is evolving over time. Notably, while respecting their language instructors, the students realized that teachers, or even people for whom English is the mother tongue, might occasionally make linguistic errors. Several students stated that there are many sources from which one can learn English, and they also asserted the importance of being able to gage the veracity of the linguistic information one receives. The article concludes by drawing some pedagogical implications.

Keywords: epistemic beliefs; English language learners; China; Q methodology; card content analysis (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:4:p:21582440241297443

DOI: 10.1177/21582440241297443

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