Learners’ Beliefs and the Use of Metacognitive Language-learning Strategies of Chinese-speaking ESL Learners
Title
Learners Beliefs and the Use of Metacognitive Language-learning Strategies of Chinese-speaking ESL Learners
Learners Beliefs and the Use of Metacognitive Language-learning Strategies of Chinese-speaking ESL Learners
Keywords: Beliefs about Language-Learning, Chinese-Speaking ESL Learners, Metacognitive Language-Learning Strategies, Vocational Education, Hong Kong
Authors
Manfred Wu
Hong Kong Institute of Vocational Education, China
Manfred Wu
Hong Kong Institute of Vocational Education, China
Bio Data
Manfred, Man-fat Wu teaches English at the Hong Kong Institute of Vocational Education (Haking Wong). His research interests include language learning strategies, language learning styles, language learning motivation, beliefs about language learning, linguistic self-concept and Chinese ESL learners difficulties in learning English
Abstract
This paper reports the findings of a study on the relationships between beliefs about language learning and the use of the metacognitive language-learning strategies (MCLLSs) of Chinese-speaking ESL learners undertaking vocational education in Hong Kong. A survey questionnaire containing items measuring these two areas was administered to 243 Chinese-speaking ESL learners at a vocational institute. Learners beliefs about language learning were found to be weakly related to the use of MCLLSs. More specifically, Integrative Motivation and Language and Communication Strategies were found to have the strongest positive relationships with MCLLS use. Results of multiple regression analyses indicate that Integrative Motivation is a good predictor of the use of all MCLLSs. Self-efficacy could predict the use of some MCLLSs, and Language and Communication Strategies was found to be another predictor of the use of most MCLLSs. This paper concludes with some implications for teaching and directions for further research.
This paper reports the findings of a study on the relationships between beliefs about language learning and the use of the metacognitive language-learning strategies (MCLLSs) of Chinese-speaking ESL learners undertaking vocational education in Hong Kong. A survey questionnaire containing items measuring these two areas was administered to 243 Chinese-speaking ESL learners at a vocational institute. Learners beliefs about language learning were found to be weakly related to the use of MCLLSs. More specifically, Integrative Motivation and Language and Communication Strategies were found to have the strongest positive relationships with MCLLS use. Results of multiple regression analyses indicate that Integrative Motivation is a good predictor of the use of all MCLLSs. Self-efficacy could predict the use of some MCLLSs, and Language and Communication Strategies was found to be another predictor of the use of most MCLLSs. This paper concludes with some implications for teaching and directions for further research.
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See page 307-335
[/private]Category: Main Editions, Volume 13 Issue 2
