| dc.contributor.advisor |
Horwitz , Elaine Kolker , 1950 - |
|
| dc.contributor.committeeMember |
Schallert , Diane L . |
|
| dc.contributor.committeeMember |
Resta , Paul E . |
|
| dc.contributor.committeeMember |
Borich , Gary D . |
|
| dc.contributor.committeeMember |
Callahan , Rebecca M . |
|
| dc.creator |
Kao , Tung -Wei |
|
| dc.date.accessioned |
2012 -11 -19T19 :49 :11Z |
|
| dc.date.accessioned |
2012 -11 -29T20 :57 :25Z |
|
| dc.date.available |
2012 -11 -19T19 :49 :11Z |
|
| dc.date.available |
2012 -11 -29T20 :57 :25Z |
|
| dc.date.created |
2012 -08 |
|
| dc.date.issued |
2012 -11 -19 |
|
| dc.date.submitted |
August 2012 |
|
| dc.identifier.uri |
http : / /hdl .handle .net /2152 /ETD -UT -2012 -08 -6168 |
|
| dc.description.abstract |
To understand learners’ beliefs about language learning and strategy use in an EFL exit test environment , this study investigated Taiwanese university students’ language learning beliefs ; EFL exit test beliefs ; language learning , test -preparation , and test -taking strategies ; the relationships among their beliefs and strategy use ; and the differences in students’ beliefs and strategy use according to their major , gender , grade level , entrance exam English score , and EFL exit test experience .
A total of 518 Taiwanese university students participated in the questionnaire study . Two major instruments were developed and used to measure students’ beliefs and strategy use in the Taiwanese EFL exit test context : (1 ) the Belief about Language Learning in an EFL Exit test Context (BALLIEETC ) , and (2 ) the Strategy Inventory for Language Learning in an EFL Exit test Context (SILLEETC ) .
Analysis of the questionnaire data involved descriptive statistics , factor analysis , canonical correlation analysis , and multivariate analysis of variance . The questionnaire results suggested the following : (1 ) students believed in the importance of speaking English well , repeating and practicing , learning vocabulary words , acquiring excellent pronunciation , and correcting errors ; (2 ) students primarily used memory , cognitive , compensation , metacognitive , test -preparation , and test -taking strategies to learn English , prepare for the EFL exit test , and take the test ; (3 ) students’ beliefs were associated with their strategy use ; (4 ) English majors had stronger beliefs and higher levels of strategy use than non -English majors ; (5 ) students with higher entrance exam English scores had stronger beliefs and higher levels of strategy use than those of lower scores ; (6 ) college seniors believed more in foreign language aptitude and use test -taking strategies more often than freshmen ; (7 ) students who had taken and passed an EFL exit test had stronger beliefs and higher levels of strategy use than those who had not taken a test .
The results of this study support an association between learners’ beliefs and strategy use . Understanding students’ beliefs about language learning and the EFL exit test , as well as their use of language -learning , test -preparation , and test -taking strategies , may enable EFL teachers to help students develop effective language learning , test -preparation , and test -taking strategies and improve their English abilities and EFL exit test performance . The field of second language acquisition may also benefit from insights into students’ beliefs and their use of strategies in an EFL exit test environment . The EFL exit test may affect students’ beliefs about language learning and strategy use , such as their having stronger beliefs about the importance of vocabulary and higher levels of memory strategy use . |
|
| dc.format.mimetype |
application /pdf |
|
| dc.language.iso |
eng |
|
| dc.subject |
Learner beliefs about language learning |
|
| dc.subject |
Language learning strategies |
|
| dc.subject |
EFL exit test |
|
| dc.subject |
Test -taking strategies |
|
| dc.subject |
Test -preparation strategies |
|
| dc.subject |
Beliefs about EFL exit test |
|
| dc.title |
Taiwanese university students’ beliefs about language learning and strategy use in an EFL exit test environment |
|
| dc.description.department |
Foreign Language Education |
|
| dc.type.genre |
thesis |
* |
| dc.type.material |
text |
* |
| thesis.degree.name |
Doctor of Philosophy |
|
| thesis.degree.level |
Doctoral |
|
| thesis.degree.discipline |
Foreign Language Education |
|
| thesis.degree.grantor |
University of Texas at Austin |
|
| thesis.degree.department |
Foreign Language Education |
|
| dc.date.updated |
2012 -11 -19T19 :49 :27Z |
|
| dc.identifier.slug |
2152 /ETD -UT -2012 -08 -6168 |
|