A Study of Students' Metacognitive Beliefs About Foreign Language Study and Their Impact on Learning

Suzanne J. Graham

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness French Language Learning Methods

Abstract

This article reports on an investigation into the language learning beliefs of students of French in England, aged 16 to 18. It focuses on qualitative data from two groups of learners (10 in total). While both groups had broadly similar levels of achievement in French in terns of examination success, they dffered greatly in the self-image they had of themselves as language learners, with one group displaying low levels of self-eficacy beliefs regarding the possibility of future success. The implica tions of such beliefs for students' levels of motivation and persistence are discussed, together with their possible causes. The article concludes by suggesting changes in classroom practice that might help students develop a more positive image of them selves as language learners.

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References

1980Qualitative research and evaluation methods 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.1990Motivational and self-regulated learning components of classroom academic performance.1993Perceived Self-Efficacy in Cognitive Development and Functioning 1992Classrooms: Goals, structures, and student motivation.1991Language Learning Strategies: What Every Teacher Should Know 1992Learning Strategies in Second Language Acquisition 1990Learning Strategies in Second Language Acquisition

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2011Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances 2016Lots of Selves, some rebellious: Developing the Self Discrepancy Model for Language Learners 2014Perceptions, Attitudes, and Choosing to Study Foreign Languages in England: An Experimental Intervention 2018A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness 2015From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves

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