Date of Graduation

12-2021

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Learning and Instruction

Program

Catholic Educational Leadership EdD

First Advisor

Sedique Popal

Second Advisor

Xornam Apedoe

Third Advisor

Kevin Oh

Abstract

The present study is an exploration of beliefs about learning English held by English as a second Language (ESL) students and teachers from Jharkhand, India. The basic premise of the study is that the learners’ and the instructors’ beliefs about learning a language affect the learning approach, learning strategy use, personal motivation, the choice of instructional material and the instructional method. Thus, beliefs indirectly affect language learning. The assumption of this study is also that the participants in this study hold debilitative beliefs about English language learning. A mixed method research approach was used in this study. The quantitative data was collected through a survey questionnaire and the qualitative data were collected through the semi-structured interviews. A hundred and three ESL students and ten ESL teachers from Jharkhand participated in this study. The findings of this study showed that the ESL/EFL students and teachers of Jharkhand, India held beliefs, most of which are consonant with what core beliefs theory suggests contributes to effective second language acquisition. Beliefs about the role of natural talent, motivation, learning and communication strategies are consonant with what core beliefs presume to contribute effectively to second language learning. There are beliefs, however, relating to the role of grammar rule, vocabulary learning, excellent pronunciation, structural correctness, counterproductive to second language acquisition.

Comments

The present study is an exploration of beliefs about learning English held by English as a second Language (ESL) students and teachers from Jharkhand, India. The basic premise of the study is that the learners’ and the instructors’ beliefs about learning a language affect the learning approach, learning strategy use, personal motivation, the choice of instructional material and the instructional method. Thus, beliefs indirectly affect language learning. The assumption of this study is also that the participants in this study hold debilitative beliefs about English language learning. A mixed method research approach was used in this study. The quantitative data was collected through a survey questionnaire and the qualitative data were collected through the semi-structured interviews. A hundred and three ESL students and ten ESL teachers from Jharkhand participated in this study. The findings of this study showed that the ESL/EFL students and teachers of Jharkhand, India held beliefs, most of which are consonant with what core beliefs theory suggests contributes to effective second language acquisition. Beliefs about the role of natural talent, motivation, learning and communication strategies are consonant with what core beliefs presume to contribute effectively to second language learning. There are beliefs, however, relating to the role of grammar rule, vocabulary learning, excellent pronunciation, structural correctness, counterproductive to second language acquisition.

Download

Share

COinS