• Login
    View Item 
    •   Research Bank Home
    • Unitec Institute of Technology
    • Study Areas
    • Education
    • Education Conference Papers
    • View Item
    •   Research Bank Home
    • Unitec Institute of Technology
    • Study Areas
    • Education
    • Education Conference Papers
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Learner Beliefs and Learner Autonomy : A Case Study of Two Chinese Migrant Learners in New Zealand.

    Zhong, Qunyan (Maggie)

    Thumbnail
    Share
    View fulltext online
    Zhong, Q.pdf (295.1Kb)
    Date
    2011
    Citation:
    Zhong, Q. (2013). Learner Beliefs and Learner Autonomy: A Case Study of Two Chinese Migrant Learners in New Zealand. In May, S. (Ed.) (2013). LED2011: Refereed conference proceedings of the 3rd International Conference on Language, Education and Diversity. Auckland, New Zealand: The University of Auckland(Ed.),
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2773
    Abstract
    Learner autonomy has received increasing attention in SLA. However, a literature review indicates that empirical studies focusing on the impact of individual learner factors on learner autonomy are scarce. This study employed a naturalistic inquiry (Lincoln & Guba, 1985) to investigate the relationship between two Chinese migrant learners’ beliefs about language learning and their levels of learner autonomy. A number of instruments (interviews, classroom observations, stimulated recall interviews and learning logs) were used to collect triangulated data over an 18-week period. Following standard procedures of qualitative data analysis, the study identified four categories of learners’ beliefs. The results reveal that the learners varied in the beliefs they held about language learning. Some of them were more conducive to learner autonomy while others were at odds. Their beliefs influenced their levels of autonomy. The study suggests that educators should take into account learners’ beliefs when promoting autonomous learning. The paper concludes with some practical instructional recommendations.
    Keywords:
    Chinese learners, learner autonomy, learner beliefs, levels of autonomy, ESL, second language acquisition (SLA)
    ANZSRC Field of Research:
    130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori), 200401 Applied Linguistics and Educational Linguistics
    Copyright Holder:
    University of Auckland. Faculty of Education. Language, Education & Diversity.

    Copyright Notice:
    All rights reserved
    Available Online at:
    https://led.education.auckland.ac.nz/
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
    Metadata
    Show detailed record
    This item appears in
    • Education Conference Papers [292]

    Te Pūkenga

    Research Bank is part of Te Pūkenga - New Zealand Institute of Skills and Technology

    • About Te Pūkenga
    • Privacy Notice

    Copyright ©2022 Te Pūkenga

    Usage

    Downloads, last 12 months
    21
     
     

    Usage Statistics

    For this itemFor the Research Bank

    Share

    About

    About Research BankContact us

    Help for authors  

    How to add research

    Register for updates  

    LoginRegister

    Browse Research Bank  

    EverywhereInstitutionsStudy AreaAuthorDateSubjectTitleType of researchSupervisorCollaboratorThis CollectionStudy AreaAuthorDateSubjectTitleType of researchSupervisorCollaborator

    Te Pūkenga

    Research Bank is part of Te Pūkenga - New Zealand Institute of Skills and Technology

    • About Te Pūkenga
    • Privacy Notice

    Copyright ©2022 Te Pūkenga