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Educational affordances of an asynchronous online discussion forum for language learners
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Educational affordances of an asynchronous online discussion forum for language learners
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Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers
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Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers
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Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources.
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Learning for the long haul : developing perceptions of learning affordances in CALL teachers
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Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources.
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Reinders, Hayo; Pegrum, Mark. - : London: Taylor & Francis, 2015. : Unitec Institute of Technology, 2015. : University of Western Australia, 2015
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Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context
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Learning for the long haul : developing perceptions of learning affordances in CALL teachers
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Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources.
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Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context
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Affect and willingness to communicate in digital game-based learning
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Affect and willingness to communicate in digital game-based learning
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Can I say something? The effects of digital game play on willingness to communicate.
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Reinders, Hayo; Wattana, Sorada. - : Sponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2014
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Autonomous language learning study guides : Useful tools in the self-access language learning environment.
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Understanding changes in Chinese immigrant language learners' beliefs in New Zealand
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Abstract:
In recent years, there has been increasing interest in language learners’ beliefs in second language acquisition (SLA). Nonetheless, few studies to date have investigated the extent to which learners’ beliefs develop, and the factors that contribute to this development have not been examined seriously. Employing a naturalistic inquiry, this longitudinal study investigates the development of five Chinese immigrant learners’ beliefs in a new learning context, New Zealand. Using a multi-case study design, this study identified three major changes in the learners’ beliefs and the factors that led to these changes. Cognitive dissonance was the first and the most important factor. Another factor stemmed from the teaching methods the learners were exposed to. Finally, the learners’ own language progress, their positive learning experiences, and the encouragement from their teachers also contributed to the change in their self-efficacy beliefs. The study reveals that apart from these three noticeable changes, the majority of the learners’ beliefs remained relatively stable over the observed period, which suggests a duality of their beliefs. The findings of this study have important theoretical and practical implications, particularly in terms of advancing our understanding of the nature of learner beliefs in SLA.
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Keyword:
130207 LOTE; Chinese learners; cognitive dissonance; ESL and TESOL Curriculum and Pedagogy (excl. Māori); language learner beliefs; second language acquisition (SLA); self efficacy
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URL: https://hdl.handle.net/10652/3065
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Autonomous language learning study guides : Useful tools in the self-access language learning environment.
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Dofs, Kerstin; Hobbs, Moira. - : International Association of Teachers of English as a Foreign Language (IATEFL), 2014. : Christchurch Polytechnic Institute of Technology (CPIT), 2014. : Unitec Institute of Technology, 2014
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Understanding changes in Chinese immigrant language learners' beliefs in New Zealand
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Autonomous language learning study guides : Useful tools in the self-access language learning environment.
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Can I say something? The effects of digital game play on willingness to communicate.
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Reinders, Hayo; Wattana, Sorada. - : Sponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2014
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