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571. Evans, N.W., James Hartshorn, K., and Strong-Krause, D. (2011). The efficacy of dynamic written corrective feedback for university-matriculated ESL learners, System 39(2), 229-239. DOI: 10.1016/j.system.2011.04.012
Location:
United States
Type of subjects/data: students
No. of subjects/data: 30
Instruments: Task/ activity, Test
Method of analysis: - mean error-free clause ratios from students in the control group and those from students in the treatment group were compared
- ratios from students on pretest and posttest measures were compared
- descriptive statistics, ANOVA
Other aspects:
Research design:
Quasi-experimental research
Level of detail: Low

Keywords:
L2 writing; Accuracy improvement; Error correction; Written corrective feedback


572. Halenko, N. and Jones, C. (2011). Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective?, System 39(2), 240-250. DOI: 10.1016/j.system.2011.05.003
Location:
United Kingdom
Type of subjects/data: students
No. of subjects/data: 26
Instruments: Task/ activity, Test, Interview
Method of analysis: - response on the Discourse Completion Task (DCTs) was rated and compared: paired t-test
- interview data was analysed
Other aspects:
Research design:
Quasi-experimental research
Level of detail: Low

Keywords:
Interlanguage pragmatics (ILP); EAP; Study abroad; Requests; Instructional effects


573. McMillan, B.A. and Rivers, D.J. (2011). The practice of policy: Teacher attitudes toward “English only”, System 39(2), 251-263, DOI: 10.1016/j.system.2011.04.011
Location:
Japan
Type of subjects/data: teachers
No. of subjects/data: 29
Instruments: Questionnaire
Method of analysis: - responses to the questionnaire were analysed: descriptive statistics
- responses to the open-ended questions were categorised in terms of reasons provided to explain teachers' beliefs
Other aspects:
Research design:
Survey research
Level of detail: Low

Keywords:
Communicative language teaching; First language use; Language policy; Learner autonomy; Teacher attitudes; Teacher autonomy; Teacher beliefs


574. Navarro, D. and Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning, System 39(3), 290-301. DOI: 10.1016/j.system.2011.07.002
Location:
Japan
Type of subjects/data: students
No. of subjects/data: 18
Instruments: Journal/diary, Questionnaire, Task/ activity, Self-report
Method of analysis: - the relationship between belief and action was investigated using the data collected from a variety of tools
Other aspects:
Research design:
Level of detail: Low

Keywords:
Learner beliefs; Learner autonomy; Self-directed learning


575. Aragão, R. (2011). Beliefs and emotions in foreign language learning, System 39(3), 302-313. DOI: 10.1016/j.system.2011.07.003
Location:
Brazil
Type of subjects/data: students
No. of subjects/data: 7
Instruments: Journal/diary, Video recordings, Interview, Observation, Questionnaire, Stimulated recall
Method of analysis: the relationship between emotions and beliefs was examined using the data from a variety of tools
Other aspects:
Research design:
Level of detail: Low

Keywords:
Emotions; Beliefs; Language learning; English


576. Peng, J.-E. (2011). Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances, System 39(3), DOI: 10.1016/j.system.2011.07.004
Location:
China
Type of subjects/data: student
No. of subjects/data: 1
Instruments: Interview, Observation, Journal/diary
Method of analysis: content analysis
Other aspects: NVivo
Research design:
Level of detail: High

Keywords:
Learner beliefs; Transition to tertiary study; Ecological perspective; Classroom affordances


577. Yang, J.-S. and Kim, T.-Y. (2011). Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners, System 39(3), 325-334. DOI: 10.1016/j.system.2011.07.005
Location:
Korea (south)
Type of subjects/data: students
No. of subjects/data: 2
Instruments: Interview, Journal/diary, Stimulated recall, Document
Method of analysis: Grounded Theory Approach
Other aspects:
Research design:
Case study
Level of detail: Medium

Keywords:
Learner beliefs; Vygotskian sociocultural theory; Remediation; Internalization


578. Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change, System 39(3), 335-346. DOI: 10.1016/j.system.2011.07.006
Location:
Austria
Type of subjects/data: student
No. of subjects/data: 1
Instruments: Journal/diary, Interview
Method of analysis: Grounded Theory Approach
Other aspects:
Research design:
Longitudinal research
Level of detail: Medium

Keywords:
Self-concept; Beliefs; Dynamic; Complexity; Longitudinal; Case study


579. De Costa, P.I. (2011). Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China, System 39(3), 347-358. DOI: 10.1016/j.system.2011.07.007
Location:
Singapore
Type of subjects/data: student
No. of subjects/data: 1
Instruments: Observation, Interview, Video recordings
Method of analysis: - Merriam's (1998) case study analysis: within-case analysis, cross-case analysis
- Grounded Theory Approach (Strauss and Carbin, 1990)
Other aspects:
Research design:
Ethnographic research
Level of detail: High

Keywords:
Learner beliefs; Language ideology; Positioning; Discursive; Emic; Ethnographic; Learning outcomes


580. Negueruela-Azarola, E. (2011). Beliefs as conceptualizing activity: A dialectical approach for the second language classroom, System 39(3), 359-369. DOI: 10.1016/j.system.2011.07.008
Location:
United States
Type of subjects/data: graduate students
No. of subjects/data: 8
Instruments: Discussion, Online discussion/email
Method of analysis: a grounded thematic analysis
Other aspects:
Research design:
Level of detail: Low

Keywords:
Beliefs; Second language learning; Teaching; Dialectics; Concepts; Sociocultural theory; Vygotsky


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