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Journal articles on the topic 'Language attitudes and beliefs'

Author: Grafiati

Published: 25 June 2021

Last updated: 29 July 2025

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1

Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.

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<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these

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Bukhari, Syed Sada Hussain, Ajab Ali Lashari, and Syed Abid Ali Shah Jilani. "An Ethnographic Study on Beliefs and Attitudes of Some Larkana Teachers of English." Global Educational Studies Review VIII, no. I (2023): 222–30. http://dx.doi.org/10.31703/gesr.2023(viii-i).19.

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Many specialists agree that beliefs have a powerful impact on teachers’ practices. However, it should be taken into account that their attitudes affect their practices as well. This paper is about English language teachers´ attitudes and beliefs. The objective was to share some data from ethnographic research developed with a group of high school English teachers from Larkana. The research data endorsed our hypothesis of the existence of a relationship between belief and attitude, which, to us, until then, was a gap in the studies of Applied Linguistics. Although initially, we had in mind the

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Arciaga, Kasumi, and Rochelle Irene Lucas. "Attitudes, Motivation, and Beliefs of Online Foreign Language Learners Amidst the Pandemic." International Journal of Instruction 17, no. 3 (2024): 665–78. http://dx.doi.org/10.29333/iji.2024.17337a.

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Covid-19 pandemic was an event which undeniably changed the paradigm of language learning. Online language learning has emerged as a significant catalyst, shedding light on distinctive attitudes, motivations, and beliefs among learners. The aim of the present study was to explore how learners articulated their attitudes, motivations, and beliefs in this context. To achieve these objectives, two hundred thirteen respondents participated in the study, completing modified versions of the AMTB (Attitude/Motivation Test Battery) and BALLI (Beliefs about Language Learning Inventory) questionnaires.

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Yulian, Ryani. "Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning." International Journal of Information and Education Technology 14, no. 2 (2024): 318–32. http://dx.doi.org/10.18178/ijiet.2024.14.2.2054.

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In recent years, investigating factors affecting learners’ acceptance has gained prominence. However, little is known about the effect of behavioural intention, and interactivity and engagement as mediating variables, particularly in the use of technology-based content application for language learning. This study explored the relationships among variables on learners’ acceptance of Content-Based Language Application (CBLA). The Unified Theory of Acceptance and Use of Technology (UTAUT) construct reveals a strong correlation with both self-efficacy and attitude. Performance expectancy demonstr

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Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.

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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Depart

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Jaén Campos, Marta. "ENGLISH TEACHERS IN CLIL SECONDARY SCHOOLS IN MADRID: BELIEFS, ATTITUDES AND KNOWLEDGE." Elia, no. 23 (2023): 217–49. http://dx.doi.org/10.12795/elia.2023.i23.07.

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This study aims to explore the teacher cognition of EFL specialists working in CLIL Secondary settings in Madrid. More specifically, the dimensions of teacher knowledge and beliefs regarding the bilingual education programme and their own role are addressed. Being part of a larger study, it was designed as a multi-case study in which six EFL teachers from different Secondary schools took part. Moreover, a mixed-methods approach was followed in order to contrast and triangulate the results. First, they were administered a questionnaire consisting mostly of Likert-type scale questions which were

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Skarkerud Haugan, Jens. "Pupils’ beliefs about Norwegian Nynorsk: ‘I don’t believe we need to learn a second Norwegian language’." Educational Role of Language Journal 2024-1, no. 11 (2024): 71–90. http://dx.doi.org/10.36534/erlj.2024.01.06.

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According to the national curriculum, Norwegian pupils are supposed to learn both official written Norwegian languages, Bokmål and Nynorsk, in school (1-13); one of the written languages as their so-called main written language and the other one as the alternative written language. At the end of lower secondary school (10th grade) and the end of upper secondary school (13th grade), most pupils get three individual grades in Norwegian as a school subject: written Bokmål, written Nynorsk and oral skills. The majority of pupils (more than 85%) have Bokmål as their main written language and Nynors

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Idris, Mariam Oluwatoyin, Muhammed Yusuf, Mohd Hafis Mohd Hanif, Salisu Monsuru Adekunle, and Bakare Kazeem Kayode. "An Appraisal of the Attitudes and Achievement Motivation of Arab Postgraduate Students Towards the Learning of the English Language in Selected Malaysian Public Universities." Asian Journal of Assessment in Teaching and Learning 11, no. 1 (2021): 34–46. http://dx.doi.org/10.37134/ajatel.vol11.1.4.2021.

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Motivation and Attitude, being linked frequently to actual classroom studying situations, are very significant and crucial contributing elements within the second language learning process. The role of attitude and motivation in the acquisition of foreign languages has been a major concern to foreign language researchers. Attitude and motivation are known as essential and distinctive thoughts in social sciences. They have as well maintained their position as a central concept on the field. Attitude is an essential part of understanding human behaviour and it is considered as a mental state tha

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Adithepsathit, Urairat, and Jirada Wudthayagorn. "Beliefs about English Language Learning, Attitudes and Motivation of Undergraduate Students of Prince of Songkla University, Surat Thani Campus." Suranaree Journal of Social Science 12, no. 2 (2018): 24–46. http://dx.doi.org/10.55766/kpok7373.

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Previous research studies confirm that students with positive beliefs about language learning, good attitudes and high motivation are likely to be successful language learners.Likewise, fostering and maintaining positive beliefs, good attitudes and motivation are important because the students can be propelled to their furthest language learningpotential. However, less is known what Thai EFL university students’ beliefs, attitudes and motivation are like and whether or not they have changed over time. This researchaimed to fill in this gap by using a cross-sectional research design to investig

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Indarwati, Indarwati, Nurhayati Nurhayati, Lukman Lukman, and Harlinah Sahib. "Language attitudes of the Konjo community toward the Indonesian language: A sociolinguistics study." Forum for Linguistic Studies 5, no. 3 (2023): 1613. http://dx.doi.org/10.59400/fls.v5i3.1613.

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Language attitudes are beliefs, preconceptions, and opinions that speakers have about a language. Additionally, it has been demonstrated that linguistic attitudes affect social interaction’s behavioral cooperativeness. In general, behavioral cooperativeness is increased by favorable attitudes toward another person’s language diversity, while behavioral cooperativeness is decreased by negative attitudes. Therefore, this study examines the positive or negative the language attitudes of the Konjo language in South Sulawesi. This research aims to analyze the language attitudes of the Konjo Communi

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Dewey, Martin, and Inmaculada Pineda. "ELF and teacher education: attitudes and beliefs." ELT Journal 74, no. 4 (2020): 428–41. http://dx.doi.org/10.1093/elt/ccaa047.

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Abstract The growing relevance of research in English as a lingua franca (ELF) for ELT has led to a need to rethink the way we approach English in the language classroom and to reassess how we configure knowledge about language in teacher education. This article reports on a joint project initiated in 2017 at King’s College London (UK) and the University of Malaga (Spain), exploring the value of perceptions towards language and ELF among language teachers. Our goal was to promote reflective attitudes towards linguistic diversity, language change and the potential impact of ELF on developments

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Piquemal, Nathalie, and Robert Renaud. "University Students' Beliefs and Attitudes Regarding Foreign Language Learning in France." TESL Canada Journal 24, no. 1 (2006): 113. http://dx.doi.org/10.18806/tesl.v24i1.31.

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This study is based on a survey of 1,305 university students enrolled in English and other foreign-language classes across year levels in four major universities in France. It explores the factors that promote or hinder multilingualism, with special attention to the following questions: What are the beliefs and attitudes of students enrolled in various postsecondary institutions across France toward learning a foreign language? How do these beliefs and attitudes change as students progress from beginning first-year students to upper years? The results suggest that the reasons first-year studen

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Scott, Michael. "Why Belief? Varieties of Religious Commitment." Neue Zeitschrift für Systematische Theologie und Religionsphilosophie 65, no. 4 (2023): 447–57. http://dx.doi.org/10.1515/nzsth-2023-0057.

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Abstract Are religious commitments beliefs or some other kind of mental state? Do religious affirmations express beliefs or other non-doxastic attitudes? These questions have been prominent in philosophical research on the language and psychology of religion since the mid-twentieth century, but the history of interest in these topics traces back to late antiquity. In a recent paper, Tim Crane approaches these questions from the perspective of research on theories about the nature of belief. According to some accounts, he argues, the attitudes that we call religious “beliefs” do not exhibit the

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Tripp, Lucretia Octavia, Jamie Harrison, and Angela Love. "Preservice Teacher Study Abroad Language Immersion and Implicit and Explicit Beliefs About Dual Language Learners." Journal of Education and Development 7, no. 2 (2023): 68. http://dx.doi.org/10.20849/jed.v7i2.1346.

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This study uses an Implicit Association Test and a self-report instrument of explicit beliefs to explore implicit and explicit beliefs and attitudes of pre-service teachers about DLLs. Study participants from one United States University in the Southeast were comprised of participants and non-participants of a study abroad language immersion experience. Overall, pre-service teachers in this study (n = 53) held balanced implicit attitudes about DLLs and positive explicit attitudes. Non-study abroad participants held negative explicit views of second language acquisition and lacked understanding

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Wesely, Pamela M. "Learner Attitudes, Perceptions, and Beliefs in Language Learning." Foreign Language Annals 45, s1 (2012): s98—s117. http://dx.doi.org/10.1111/j.1944-9720.2012.01181.x.

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Sarrasin, Oriane, Ute Gabriel, and Pascal Gygax. "Sexism and Attitudes Toward Gender-Neutral Language." Swiss Journal of Psychology 71, no. 3 (2012): 113–24. http://dx.doi.org/10.1024/1421-0185/a000078.

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We examined the relationships between three forms of sexism (modern, benevolent, and hostile) and two components of attitudes toward gender-neutral language (attitudes toward gender-related language reforms and recognition of sexist language) across different contexts. A questionnaire study (N = 446) was conducted among students in the United Kingdom and in two (French- and German-speaking) regions of Switzerland. While we expected to find that all forms of sexism are generally related to negative attitudes toward gender-neutral language, we expected attitudes to be more positive and less rela

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Feldman, David, Phyllis A. Gordon, Michael J. White, and Christopher Weber. "The Effects of People-First Language and Demographic Variables on Beliefs, Attitudes and Behavioral Intentions Toward People with Disabilities." Journal of Applied Rehabilitation Counseling 33, no. 3 (2002): 18–25. http://dx.doi.org/10.1891/0047-2220.33.3.18.

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The effects of people-first language usage and demographic variables on beliefs, attitudes and behavioral intentions toward people with disabilities were investigated. Participants included 351 undergraduate minors, masters, and doctoral level students in counseling psychology at a state university located in the Midwest. Study participants provided demographic information, produced a writing sample concerning a hypothetical client who has a disability, and completed the Attitudes Toward Disabled Persons Scale (ATOP) and the Beliefs and Behavioral Intentions Scale (BABI). The BABI examined bel

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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature." English Language Teaching 10, no. 4 (2017): 78. http://dx.doi.org/10.5539/elt.v10n4p78.

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Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers’ beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers’ beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers’ beliefs affect what they accomplish in their classroom, their att

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Gueco Datugan, Alvin. "Beliefs and Attitudes of English as a Foreign Language (EFL) Learners Towards Communicative Language Teaching (CLT) Approach." International Journal of Sociologies and Anthropologies Science Reviews 5, no. 2 (2025): 93–102. https://doi.org/10.60027/ijsasr.2025.5445.

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Background and Aim: Communicative Language Teaching (CLT) has emerged as one of the outstanding approaches in language education, emphasizing interaction and practical communication. To perform well, one must be actively involved, regularly given feedback, and well-informed. In some cases, language learning has to be experienced authentically to be able to familiarize and fully perform it. This study explores the beliefs and attitudes of first-year EFL students of Nakhon Phanom University, Thailand towards the CLT approach, providing insights into its effectiveness and acceptance among new lea

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Tahimic, Joel C., and Celso L. Tagadiad. "The Mediating Effect of Cognitive Performance on the Relationship between the Beliefs about Language Learning and English Language Attitude." International Journal of Research and Innovation in Social Science 06, no. 03 (2022): 722–32. http://dx.doi.org/10.47772/ijriss.2022.6342.

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The study was conducted to determine the mediating effect of cognitive performance on the relationship between the beliefs about language learning and English language attitude among 400 college students at three universities in Davao del Norte, and two universities in Davao del Sur, all private, were selected where the research used a quantitative and descriptive correlation with three sets of research questionnaires answered by the respondents. The research revealed a mediating effect of cognitive performance on the relationship between the beliefs about language learning and English languag

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Szecsi, Tunde, Janka Szilagyi, and Debra A. Giambo. "Attitudes and Beliefs of Teacher Candidates Regarding Heritage Language Maintenance." Heritage Language Journal 12, no. 1 (2015): 75–99. http://dx.doi.org/10.46538/hlj.12.1.4.

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This paper reports on the findings of an investigation that explored teacher candidates’ (TCs) attitudes and beliefs about heritage language (HL) maintenance and variables that may predict their attitudes and beliefs. The participants were 270 TCs in Southwest Florida who completed an on-line survey with Likert-type statements and open-ended questions. Quantitative data was analyzed using factor analysis followed by linear multiple regression analyses. The constructs of TCs’ attitudes and beliefs toward HL maintenance were used as dependent variables in the multiple regression models. The leve

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Pérez-Testor, Carles, Julia Behar, Montse Davins, et al. "Teachers' Attitudes and Beliefs about Homosexuality." Spanish journal of psychology 13, no. 1 (2010): 138–55. http://dx.doi.org/10.1017/s1138741600003735.

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Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers' and other professionals' attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy between likely behavior and personal values was significantly greater in women, those who hold religious

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Roothooft, Hanne. "Primary teachers` beliefs about teaching English to young learners." Pulso. Revista de educación, no. 40 (October 30, 2017): 211–25. http://dx.doi.org/10.58265/pulso.5121.

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While there is a growing belief that English should be taught from an early age in order to achieve better results, little is known about the practices and attitudes of primary school English teachers in Spain. Therefore, a qualitative study based on interviews with 22 primary school teachers of English was carried out in order to investigate teachers’ beliefs about teaching methodology, the use of group work and the use of the mother tongue. It was found that all the teachers believe in following a communicative approach which focuses mainly on speaking and listening and in which the explicit

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Smuk, Maciej. "PRZEKONANIA HAMULCEM INNOWACYJNEGO MYŚLENIA." Neofilolog, no. 50/1 (September 13, 2018): 29–43. http://dx.doi.org/10.14746/n.2018.50.1.3.

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Beliefs reflect the way we think about different issues, attitudes and behaviours. Many of them are wrong, or – at best – simplified. Beliefs also relate to the didactics of foreign languages. This paper discusses the qualities, sources and consequences of these beliefs and presents the results of research conducted on a group of 434 students regarding beliefs among other individual variables and the process of learning a foreign language.

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Spychała-Wawrzyniak, Małgorzata. "PROBLEMATYKA BADAŃ DOTYCZĄCYCH POSTAW WOBEC UCZENIA SIĘ JĘZYKÓW OBCYCH NA PRZYKŁADZIE JĘZYKA HISZPAŃSKIEGO." Neofilolog, no. 55/2 (December 31, 2020): 209–23. http://dx.doi.org/10.14746/n.2020.55.2.4.

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Attitudes, including beliefs, values, and motivation are within the scope of interest of numerous fields of study such as psychology, philosophy, sociology, and anthropology. In psychology, attitudes related to affective, cognitive and, in particular, behavioral reactions are studied. It is believed that attitudes do not only affect the behavior of the individual, but also their ways of evaluating specific actions. At the same time, empirical research in this area is extremely problematic and conditioned by many individual differences (e.g. age, gender, place of residence, personality traits,

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Spychała-Wawrzyniak, Małgorzata. "PROBLEMATYKA BADAŃ DOTYCZĄCYCH POSTAW WOBEC UCZENIA SIĘ JĘZYKÓW OBCYCH NA PRZYKŁADZIE JĘZYKA HISZPAŃSKIEGO." Neofilolog, no. 55/2 (December 31, 2020): 209–23. http://dx.doi.org/10.14746/n.2020.55.2.4.

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Attitudes, including beliefs, values, and motivation are within the scope of interest of numerous fields of study such as psychology, philosophy, sociology, and anthropology. In psychology, attitudes related to affective, cognitive and, in particular, behavioral reactions are studied. It is believed that attitudes do not only affect the behavior of the individual, but also their ways of evaluating specific actions. At the same time, empirical research in this area is extremely problematic and conditioned by many individual differences (e.g. age, gender, place of residence, personality traits,

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Al Balushi, Khadija. "The Relationship between TESOL Teachers’ Attitudes towards Grammar Teaching and their Grammatical Knowledge." Advances in Language and Literary Studies 10, no. 3 (2019): 42. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.42.

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Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers’ of other languages) teachers’ attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed t

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Faiza Babar, Syeda, Naheed Ashfaq Qureshi, and Ayesha Maryam. "Perspectives of University Academics on Language Attitudes and Beliefs: A Mix Method Approach." Journal of Asian Development Studies 13, no. 2 (2024): 1056–70. http://dx.doi.org/10.62345/jads.2024.13.2.84.

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This research aims to investigate the language attitudes and linguistic beliefs among private University academics in Lahore. It delves into the intricate interplay between Pakistan's national and its official language, investigating their influence on the perspectives of private University teachers’ language attitudes and beliefs in Lahore. Employing Spolsky's national language policy theory (2004), the study focuses on female English academics working in private Universities. Based on the observation that the majority of the faculty members of the English department are females, the research

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Palinkašević, Radmila, and Jovana Brkić. "Exploring the relationship between language learning beliefs and foreign language classroom anxiety." Research in Pedagogy 10, no. 2 (2020): 367–84. http://dx.doi.org/10.5937/istrped2002367p.

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Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to se

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Gu, Huiyuan. "Beliefs About and Motivation for Chinese EFL Learners’ English Language Learning: A Study Drawing on the Theory of Planned Behaviour." Asia Pacific Journal of Educators and Education 39, no. 1 (2024): 25–44. http://dx.doi.org/10.21315/apjee2024.39.1.2.

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It is widely seen that research in the mainstream of education drew upon the Theory of Planned Behaviour (TPB) to examine learners’ beliefs about and intentions/motivations to learn a second or foreign language. However, such research in a Global Englishes (GE) context is scant. This study employed an adapted TPB model to explore the beliefs held by English language learners in China concerning GE and English language learning, and to anticipate the relationships between learners’ beliefs and their L2 (second language) motivation. The data was collected using questionnaires with 460 (N = 460)

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Suejam, Nattapat, and Ian Walkinshaw. "Global Englishes Language Teaching: Beliefs and Practices of Materials Designers at an English Language School in Thailand." rEFLections 32, no. 2 (2025): 882–902. https://doi.org/10.61508/refl.v32i2.282436.

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This study compares the self-reported attitudes and beliefs of materials designers at a private English language school in Thailand regarding Global Englishes Language Teaching (GELT) with their practice of materials design for speaking and listening classes. Twenty sets of previously-created English teaching materials were submitted for documentary analysis, and the attitudes of seven materials designers toward GELT-related notions were surveyed. In principle, participants appear positive about GELT-associated concepts, such as prioritising communicative function over linguistic form, selecti

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Li, Qingyun, Kimberly Kong, and Miao ling Zhang. "The Influence of Parents’ Beliefs and Home Literacy Environment on Preschoolers’ Attitudes toward Learning English as a Foreign Language." International Journal of Learning, Teaching and Educational Research 23, no. 8 (2024): 329–49. http://dx.doi.org/10.26803/ijlter.23.8.17.

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There are concerns about the negative impact of early English instruction on preschoolers’ attitudes, especially regarding parents’ beliefs (PB) and certain home literacy environments (HLE). However, limited research exists on how these factors influence young children’s attitudes toward learning English. This study examined the impact of PB and HLE on preschoolers’ attitudes toward learning English as a Foreign Language (EFL). Purposive sampling was utilized to select potential respondents from 14 administrative regions within Zhengzhou, China. A survey was conducted among 405 primary caregiv

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BYCHKOVA, Anastasiia. "BELIEFS AND ATTITUDES OF ANDALUSIAN YOUTH TOWARDS ENGLISH." 6, no. 6 (December 9, 2021): 61–71. http://dx.doi.org/10.26565/2521-6481-2021-6-03.

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The general purpose of this research is to determine the beliefs and attitudes of young people of Andalusia towards English. The information was recollected through an anonymous survey with both closed and open questions and Likert scales to obtain the largest possible number of informants from different social groups with different degrees of studying in various specializations. We have analysed the beliefs and attitudes of the informants towards learning English as a foreign language and their positions regarding the importance of this language in different aspects of daily and professional

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Bademcioglu, Mehtap, Hakan Karatas, and Atilla Ergin. "The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety." Journal of Human Sciences 14, no. 1 (2017): 571. http://dx.doi.org/10.14687/jhs.v14i1.4132.

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Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals’ language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these var

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Nyamekye, Ernest. "Indigenous language learning in higher education in Ghana: Exploring students’ behavioral intentions using an extended theory of planned behavior." PLOS ONE 19, no. 6 (2024): e0304390. http://dx.doi.org/10.1371/journal.pone.0304390.

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This study investigated the predictors of indigenous language learning from an empirical and theoretical perspective. A quantitative approach was employed to explore the issue using an extended version of Ajzen’s Theory of Planned Behavior that incorporates linguistic insecurity in measuring students’ language learning intentions. A total of 180 first-year undergraduate students in the Department of Arts Education and the Department of Ghanaian Languages and Linguistics participated in the study. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), measurement and structural mo

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Mršić Zdilar, Ana. "Attitudes towards English language learning in higher education." Educational Role of Language Journal 2024-1, no. 11 (2024): 46–55. http://dx.doi.org/10.36534/erlj.2024.01.04.

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The paper analyses the attitudes and beliefs of English language learners at the higher education level, including their motivation for learning English as a second language. The testing tool used for evaluation is a modified questionnaire adapted from a research paper that examined the students` attitudes towards learning German and Italian languages (Kovač and MršićZdilar, 2017) which was originally based on the questionnaires used to explore attitudes towards foreign language (MihaljevićDjigunović 1998,Boonrangsri et al. 2004,Zainol et al. 2012, Burgos & Perez 2015). The sample includes

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Hopf, Suzanne Catherine, Sharynne Lindy McLeod, Sarah H. McDonagh, and Epenisa N. Rakanace. "Communication Disability in Fiji: Community Cultural Beliefs and Attitudes." Disability, CBR & Inclusive Development 28, no. 1 (2017): 112–41. http://dx.doi.org/10.5463/dcid.v1i1.600.

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Purpose: Beliefs about communication disability vary according to the cultural context, and influence people’s attitudes and help-seeking behaviour. Little is known about Fijians with communication disability or the communities in which they live, and specialist services for people with communication disability are yet to be established in Fiji. An understanding of Fijian beliefs about the causes of communication disability and attitudes towards people with communication disability may inform future service development.Method: An interpretivist qualitative research paradigm and the Internation

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Wilkinson, Derek. "Education, Attitudes, and Language of Higher Education: Francophone Students in Northern Ontario." Canadian Journal of Higher Education 24, no. 1 (1994): 30–47. http://dx.doi.org/10.47678/cjhe.v24i1.183181.

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Data from 1586 Francophone students in Northeastern Ontario concerning their attitudes towards French and English show seven independent factors affect linguistic beliefs. Three factors -believing French unimportant, believing English practically dominant, and believing their French inadequate - lead students to continue their post-secondary education solely in English. Believing French more pleasurable is positively, and believing English superior is negatively, related to continuing post-secondary education solely in French. Educational level is negatively related to believing English superi

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Vidosavljević, Milena M. "FOREIGN LANGUAGE TEACHING IN A DIGITAL ENVIRONMENT: TEACHERS' ATTITUDES AND BELIEFS." Филолог – часопис за језик књижевност и културу 14, no. 27 (2023): 153–72. http://dx.doi.org/10.21618/fil2327153v.

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Taking into account that traditional foreign language teaching is being moved to a virtual environment, the obligations of teachers are changing constantly. Their main tasks are to accept new technologies and develop their digital literacy. However, whether teachers will apply ICT in teaching practice depends on their personal and pedagogical attitudes and beliefs. When teachers’ attitudes and beliefs are positive, new technologies become one of their important teaching materials. The opposite of this, with negative attitudes and beliefs about applying ICT in teaching, teachers reject them and

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Sarbah, Benjamin, and Deborah Duodu. "Understanding the Complex Interplay between Religion, Belief Systems and Climate Change Attitudes: A Systematic Review." African Multidisciplinary Journal of Research 1, no. 1 (2024): 28–42. https://doi.org/10.71064/spu.amjr.1.1.257.

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The relationship between religion and individuals' attitudes and actions towards the environment in the face of global climate change is a complex and captivating subject of academic inquiry, with both positive and alarming findings highlighting the intricate interplay between these key variables. This systematic review highlights the lack of precision and clarity in understanding the connection between religion, belief systems, and climate change, leading to inconsistent findings and hindering a comprehensive understanding of this relationship. The research examines how religious beliefs and

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Wu, Baiyinna. "English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context." Chinese Journal of Applied Linguistics 45, no. 3 (2022): 416–32. http://dx.doi.org/10.1515/cjal-2022-0308.

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Abstract Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnair

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Indarti, Dwi, and Christine Manara. "Attitudes toward language and language choice in regional intermarriage families: A case study in Tangerang, Banten." Studies in English Language and Education 12, no. 1 (2025): 426–41. https://doi.org/10.24815/siele.v12i1.36436.

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Despite extensive research on language attitudes and shifts in Indonesia, studies on language choice in intercultural marriages remain scarce. Therefore, this study explores the attitudes toward heritage, national and international languages, as well as factors influencing language choice in regional intermarriage families living in Tangerang, Banten. This research employed a qualitative case study and used a purposive sampling technique to select the respondents. The respondents were four mothers whose spouses come from different regional cultural backgrounds and live in the Tangerang area. U

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WAHIDIYATI, Irra, Agus Husein SABIQ, Maulidiya Umi HANDAYANI, and Endang SARTIKA. "SPEAK UP! HOW ATTITUDES, MOTIVATION, AND BELIEFS SHAPE EFL LEARNERS' WILLINGNESS TO COMMUNICATE." Issues in Language Studies 14, no. 1 (2025): 37–54. https://doi.org/10.33736/ils.9268.2025.

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This study investigates the influence of learners’ attitudes, motivation, and beliefs on their Willingness to Communicate (WTC) in an English as a Foreign Language (EFL) classroom. By employing survey design, this study recruited 85 students through purposive sampling in a state senior high school in Purbalingga, Indonesia. Using multiple linear regression analysis, the findings reveal that these three variables collectively explain 34.3% of the variance in WTC (R² = 0.343), indicating that additional factors play a significant role in influencing students’ communication behaviors. Among the i

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Lois, Márta. "What do beliefs about bilingualism correlate with? Prescriptivism and fear of assimilation among adult foreign language learners in Hungary." Acta Academiae Beregsasiensis, Philologica I, no. 1 (2022): 9–26. http://dx.doi.org/10.58423/2786-6726/2022-1-9-26.

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It has become such a widespread notion in Europe that bilingualism is an exceptional phenomenon (Bartha, 2009, p. 145) that it also determines the way we think about languages in Hungary. Moreover, in Hungary speakers typically judge bilingualism along the lines of standard linguistic ideology, that is, “the linguistic ideological concepts and beliefs about bilingualism are still being shaped and reinterpreted in various contexts, in tandem with the standard, normative linguistic concept of bilingualism, which excludes diversity” (Bartha, 2009, p. 149, translated by me). In my study I will ela

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de Sonneville-Koedoot, Caroline, Samantha A. Adams, Elly A. Stolk, and Marie-Christine Franken. "Perspectives of Clinicians Involved in the RESTART-Study: Outcomes of a Focus Group." American Journal of Speech-Language Pathology 24, no. 4 (2015): 708–16. http://dx.doi.org/10.1044/2015_ajslp-14-0215.

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Purpose The purpose of this study was to explore the attitudes and beliefs of speech-language pathologists (SLPs) with regard to the Lidcombe Program and Demands and Capacities–based treatment and to examine how these attitudes and beliefs might have changed as a result of participating in the RESTART-study. Method A focus group meeting with 13 SLPs was organized. The discussion was structured using questions on therapy preference, attitudes about and explicit comparison of both treatments and treatment manuals, and learnings of trial participation. Results Four main themes were identified. Fi

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Nijakowska, Joanna. "Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes." Center for Educational Policy Studies Journal 12, no. 4 (2022): 129–54. http://dx.doi.org/10.26529/cepsj.1424.

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The survey research reported in this paper aimed to show how foreign language teachers’ (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers’ participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a de

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Peter, Lizette. "Language ideologies and Cherokee revitalization." Journal of Immersion and Content-Based Language Education 2, no. 1 (2014): 96–118. http://dx.doi.org/10.1075/jicb.2.1.05pet.

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Cherokee Nation in Oklahoma has enacted a revitalization plan to promote Cherokee language in a variety of settings, and many tribal citizens have begun to confront how language factors into their identities as Cherokees. In particular, Tsalagi Dideloquasdi, the Cherokee immersion school, has become an important sociolinguistic site for the articulation of deeply seated beliefs and attitudes about issues such as the practicality of the language in contemporary times and who has a legitimate right to learn and speak the language. The purpose of this paper is to elucidate these attitudes and bel

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Allen, M. "Attitudes to Language in a Bilingual Program." Australian Journal of Indigenous Education 13, no. 5 (1985): 51–56. http://dx.doi.org/10.1017/s0310582200014073.

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Language is an important part of a child’s total development as a person. Through language the child learns the behaviour patterns that are expected within his society, the society’s religious beliefs, and how the society sees the organisation of the world around it.“Language is a powerful force of socialisation or the preparation of a young person for later life in a social group.” It has a vital function in “accumulating and transmitting culture” (Bostock, 1977, p.6).

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Martena, Sanita, and Solvita Burr. "Well, If You Talk to Me in Norwegian, I Won’t Answer You: Language Policies and Practices in Latvian Diasporic Families." Languages 10, no. 6 (2025): 120. https://doi.org/10.3390/languages10060120.

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The article explores the concept of family language policy in relation to heritage languages and child agency in the context of Latvian as a heritage language. Its aim is to find out what role Latvian may have in relation to other languages within the core families in the diaspora, as well as in communication with their extended families in Latvia. For this, we investigate which language beliefs and attitudes underlie those language practices and examine children’s engagement in family language management. Our research is based on 20 in-depth interviews collected in 2023. Respondents were recr

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Abdulrahman Altalhi, Shatha. "Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes." Arab World English Journal, no. 265 (December 15, 2020): 1–70. http://dx.doi.org/10.24093/awej/th.265.

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This study reports on EFL teachers’ personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners’ attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers’ beliefs concerning

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