What Students Are Telling Us: A Case Study on EFL Needs and Perceptions in the Classroom

Angela C Bailey

Abstract


The purpose of this study was to analyze questionnaires about students’ language learning beliefs in Barranquilla, Colombia.  This qualitative, interpretative case study stems from the convergence of three research areas: beliefs about language learning, economic and sociocultural issues surrounding the language-learning context. Findings reveal that students’ beliefs and perceptions about language learning are fluid and constantly shifting; thus, providing a clearer idea of who Colombian language students are. Implications demonstrate that by addressing these shifts of beliefs and perceptions in our classroom practices, teachers could invariably make English language learning more interesting, context specific, and relevant to students. 

 


Keywords


English language teaching; EFL; Beliefs about language learning; learner perceptions

Full Text:

PDF HTML

References


Allen, L. (1996). The evolution of a learner’s beliefs about language learning. Carleton Papers in Applied Language Studies, 13(1), 67-80. Retrieved from http://www1.carleton.ca/slals/research/cpals/

Bailey, A. (2013). Understanding perspectives of English language learning and assessment practices: A mixedmethod embedded study (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3585961)

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Barcelos, A. M. F. (2000). Understanding teachers’ and students’ language learning beliefs in experience: A Deweyan approach (John Dewey) (Doctoral dissertation, University of Alabama). Retrieved from http://tede.ibict.br/tde_arquivos/1/TDE-20050118T12:45:24Z65/Publico/AnaMariaAFBarcelos.pdf

Barcelos, A. M. F. (2001). The interaction between students’ beliefs and teachers’ beliefs and dilemmas. In B. Johnston & S. Irujo (Eds.), Research and practice in

language teacher education: Voices from the field (pp. 69-86). Minneapolis, MN: University of Minnesota.

Barcelos, A. M. F. (2006). Teachers’ and students’ beliefs within a Deweyan framework: Conflict and influence. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 171-199). New York, NY: Springer.

Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380. doi:10.1016/j.system.2011.07.009

Bourdieu, P. (1991). Language and Symbolic Power. Cambridge: Polity Press.

British Council. (2015). English in Colombia: An examination of policy, perceptions, and influencing factors. London, UK: Author.

Cárdenas, M., González, A., & Álvarez, J. (2010). El desarrollo profesional de los docentes de inglés en ejercicio: Algunas consideraciones conceptuales para Colombia [In-service English teachers’ professional development: Some conceptual considerations]. Folios, 31(1), 49-68. Retrieved from http://revistas.pedagogica.edu.coindex.php/RF/article/view/894/922

Council of Europe. (2011). Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) (12th ed.). Cambridge, UK: Council of Europe.

Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning, 59(1), 230-248. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.672.1598&rep=rep1&type=pdf

Ellis, R. (2002). A metaphorical analysis of learner beliefs. In P. Burmeister, T. Piske, & A. Rohde (Eds.), An Integrated View of Language Development: Papers in Honor of Henning Wode. Trier, Germany: Wissenschaftlicher Verlag.

Gómez Campo, V. M., & Celis Giraldo, J. E. (2009). Crédito educativo, acciones afirmativas y equidad social en la educación superior en Colombia [Educational loans, affirmative actions and social equity in higher education in Colombia]. Revista de Estudios Sociales, 33, 106-117. Retrieved from http://res.uniandes.edu.co/view.php/600/view.php

Grin, F. (2002). Using language economics and education economics in language education policy. Strasbourg,France: Council of Europe.

Guerrero, C. H. (2009). Language policies in Colombia: The inherited disdain for our Native languages. HOW Journal, 16, 11-24. Retrieved from http://www.asocopi.org/HOW_2009.html

Guerrero, C. H. (2010). Is English the key to access the wonders of the modern world? A critical discourse analysis. Signo y Pensamiento, 57(29), 294-313. Retrieved from http://revistas.javeriana.edu.co/index.php/signoypensamiento/article/view/2523

Holliday, A. (1994). Appropriate methodology and social context. New York, NY: Cambridge University Press.

Horwitz, E. K. (1985). Surveying student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340. doi:10.1111/j.1944 9720.1985.tb01811.x

Horwitz, E. K. (1987). Surveying student beliefs about language teaming. In A. L. Wenden & J. Robin (Eds.), Learner strategies in language learning (pp. 119- 132). London, UK: Prentice Hall.

Horwitz, E. K. (1988). The beliefs about language learning of beginning foreign language students. Modern Language Journal, 72(3), 283-294. doi:10.1111/j.1540-4781.1988.tb04190.x

Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: A Review of BALLI Studies. System, 27(4), 557-576. Retrieved from http://www.sciencedirect.com/science/journal/0346251X/27/4

Jang, E., & Jiménez, R. (2011). A sociocultural perspective on second language learner strategies: Focus on the impact of social context. Theory into Practice, 50(2),

-148. doi: 10.1080/00405841.2011.558443

Jafari, S. M., & Shokrpour, N. (2012). The beliefs of Iranian ESP students about language learning. Journal of Educational and Social Research, 2(3), 157-163.

Kern, R.G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28(1), 71-92. doi:10.1111/j.1944-9720.1995.tb00770.x

Kumaravadivelu, B. (2006). Understanding language teaching from method to post method. Mahwah, NJ: Erlbaum and Associates.

Lagares Barreiro, P., & Puerto Albandoz, J. (2001). Population and sample: Sampling techniques. University of Seville, Spain: Management Mathematics for European Schools. Retrieved from http://optimierung.mathematik.uni-kl.de/mamaeusch/veroeffentlichungen/ver_texte/sampling_en.pdf

Ley general de educación (1994, February 8). [Law 115 of 8 February 1994: General Education Law]. Congreso de Colombia. Bogotá.

Lopez, A., & Bernal, R. (2009). Language testing in Colombia: A call for more teacher education and teacher training in language assessment. PROFILE, Issues in Teachers’ Professional Development, 11(2), 55-70. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11442/12093

Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335-346. doi:10.1016/j.system.2011.07.006

Miller, L., & Ginsberg, R. B. (1995). Folklinguistic theories of language learning. In B. F. Freed (Ed.), Second Language Acquisition in a Study Abroad Context (pp. 293-315). Amsterdam, Netherlands: John Benjamins.

Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés [Basic standards of language skills in foreign languages: English]. Bogotá, Colombia: Imprenta Nacional.

Ministerio de Educación Nacional. (2014). Colombia Bilingüe. Retrieved from http://www.colombiaaprende.edu.co/html/micrositios/1752/w3-article-315515.html

Parilah, S., Aminuddin, Y., Anis, S., Norazita, A., Halimaton, M., & Nor, A. (2009). Comparative analysis of learners’ beliefs about ELL. International Journal of Learning, 16(11), 487-500. Retrieved from http://www.Learning-Journal.com

Peng, J. E. (2011). Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System 39(3), 314-324. doi:10.1016/j.system.2011.07.004

Schulz, R. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. The Modern Language Journal, 85(2), 244-258. doi:10.1111/0026-7902.00107

Usma, J. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. PROFILE, Issues in Teachers’ Professional Development, 11(1), 123-142. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10551/11014

Vélez-Rendón, G. (2003). English in Colombia: A sociolinguistic profile. World Englishes, 22(2), 185-198. doi:10.1111/1467-971X.00287

Vygotsky, L. S. (1978). Mind in society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Wan, W., Low, G. D., & Li, M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403-415.doi:10.1016 /j.system.2011.07.012

Wells, J. (2008). Trying to meet the demands of English in a global market: A critical discussion of the National Bilingual Programme in Colombia. International Education Studies, 1(1), 77-88. Retrieved from http://ccsenet.org/journal/index.php/ies/article/view/939

Wesley, P. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45(S1), S98-S117. doi: 10.11/j.1944-9720.2012.01181.x




DOI: https://doi.org/10.17533/udea.ikala.v22n03a08 Abstract : 6922 PDF : 1399 HTML : 103

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Esta publicación hace parte del Sistema de Revistas de la Universidad de Antioquia
¿Quieres aprender a usar el Open Journal system? Ingresa al Curso virtual
Este sistema es administrado por el Programa Integración de Tecnologías a la Docencia
Universidad de Antioquia
Powered by Public Knowledge Project