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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...23 24 25 26 27 Hits 521 – 527 of 527 521 Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction Barboza, Ana Lorena. - : Kansas State University, May BASE Show details 522 Biography driven instruction for English language learners from China: A qualitative case study Wang, Jinhua. - May BASE Show details 523 The nature of language learners' beliefs : a half-told story Zhong, Qunyan (Maggie). - 15-06-02 BASE Show details 524 The nature of language learners' beliefs : a half-told story Zhong, Qunyan (Maggie). - 15-06-02 Abstract: Substantial amount of research regarding L2 learners’ beliefs has been conducted in recent years. However, not enough attention has been paid to investigating the nature of learners’ beliefs; hence our understanding of the construct is contradictory in the sense that early research studies report stability in beliefs, while more recent studies provide evidence of change in learners’ beliefs. This paper reports on a case study aiming at contributing to a deeper understanding of the nature of language learners’ beliefs. Data were gathered longitudinally over an 18-week period using a number of tools. The findings reveal the complexity of learners’ beliefs. The beliefs that the learners held were not always in harmony and some of them can be self-contradictory. Furthermore, while some beliefs may evolve and change over time and across situation, others may remain relatively stable, suggesting the complex and dual nature of learners’ beliefs. Drawing on these findings, the paper concludes that learner beliefs can best be perceived as an inter-related construct that has dual features and sometimes can be paradoxical. Keyword: 130207 LOTE; autonomous learning; autonomy; Chinese learners; Chinese learners of language; ESL and TESOL Curriculum and Pedagogy (excl. Māori); learner's beliefs; learning behaviours; second language acquisition (SLA) URL: https://doi.org/10.6018/ijes/2015/2/220061 https://hdl.handle.net/10652/3447 BASE Hide details 525 The role of learning styles in SLA Rivera Lorenzo, Alexandre BASE Show details 526 Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English Quinn, Paul. - NO_RESTRICTION BASE Show details 527 Why to CLIL? Effects of CLIL on reading comprehension Eguiluz Jiménez, Nekane BASE Show details Page: 1...23 24 25 26 27

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