INTRODUCTION 1
Rationale 1
Vietnam is a culturally diverse country, comprising 54 distinct ethnic groups, each boasting their unique language, lifestyle, and cultural heritage Despite this rich diversity, certain regions inhabited by ethnic minorities continue to grapple with subpar living standards To bridge this gap, targeted investments in education and economic development are crucial, ultimately enhancing the overall quality of life for these communities.
Sam Son Ethnic Pre-University is dedicated to training ethnic students from seven provinces in North Central Vietnam—Ninh Binh, Thanh Hoa, Nghe An, Ha Tinh, Quang Binh, Quang Tri, and Hue—to prepare for university education Currently, English has become a major subject for these students; however, challenges arise due to inadequate teaching conditions and the students' limited foundational knowledge Therefore, it is essential for teachers at these specialized institutions to understand the unique perspectives and needs of ethnic students.
Recent research in language instruction has undergone a significant shift from a teacher-centered approach to a student-centered one, emphasizing the perspectives and individual differences of learners Consequently, the beliefs of learners have garnered considerable interest among linguists in recent decades.
According to Chastain (1988), students enter language classes with pre-existing beliefs that significantly influence their attitudes and performance These beliefs stem from prior experiences, perceptions of the language classes, teacher interactions, and individual learning abilities, along with a complex array of expectations Such opinions can either facilitate or hinder the learning process, highlighting the crucial role of learner beliefs As noted by Richards and Lockhart (1994), these beliefs impact learners' willingness to engage, their expectations regarding language acquisition, their views on the challenges of the language, and their chosen learning strategies.
Understanding the beliefs of learners is crucial as they significantly impact various aspects of the educational process Influenced by the work of Horwitz and other researchers, it is evident that both teachers and learners possess attitudes and beliefs that shape their roles in language learning This study aims to build on previous research by examining the beliefs of Vietnamese ethnic minority students regarding English language learning at Sam Son pre-university school.
Aims and objectives 2
This study aimed to explore the beliefs about language learning among ethnic students at Sam Son ethnic pre-university school, utilizing the BALLI survey instrument to categorize these beliefs The research seeks to assess how these beliefs influence language learning and teaching, particularly regarding students' expectations and strategies Additionally, it investigates the connection between students' motivation and enthusiasm for language learning and their positive beliefs.
Scope of the study 2
This study focuses on a descriptive analysis based on a small-scale questionnaire survey conducted with 150 ethnic pre-university students in Sam Son, Thanh Hoa The research aims to provide insights rather than explore or explain broader phenomena.
Methods of the study 2
This study employs a blend of descriptive and comparative methods, primarily utilizing a survey approach It incorporates an adapted version of Horwitz’s (1987) Beliefs About Language Learning Inventory (BALLI), a self-administered questionnaire designed to gauge participants' opinions and attitudes regarding second language learning beliefs Notably, this instrument is not a test and does not yield overall scores.
Research questions 3
More specifically, this study focuses on the following research questions:
1 What are the beliefs about language learning held by ethnic students at Sam Son pre- university school?
2 How do these beliefs affect their language learning?
Overview of the study 3
The study consists of three parts: Introduction, Development and Conclusion
Part 1: The Introduction provides an overview of the study including the rationale, aims and objectives of the study, scope of the study, methodology, research questions and the design of the study
Part 2: The major part of the thesis is divided into 3 chapters
Chapter 1: Reviews theoretical background of students’ beliefs and language learning
Chapter 2: Gives the brief description of school context and introduces the procedure of the study
Chapter 3: Presents the major findings and the discussion based on the findings
Part 3: The conclusion presents the brief summary of the findings and limitations and suggestions for further study.
Summary 3
This chapter presents the rationale behind the study, detailing its aims, objectives, and scope It also introduces the research questions and methodologies utilized in the research The subsequent section, Part B, will commence with a comprehensive literature review.
DEVELOPMENT 4
In this chapter, the relevant literature on language learner beliefs will be reviewed
This article explores the concept of beliefs, particularly those related to language learning, by defining what they are and examining their origins and various types It also reviews prior research on the beliefs held by language learners, highlighting their significance in the learning process.
1.1 Students’ beliefs and language learning
Language learning beliefs have been defined differently by different researchers For example, beliefs are defined as:
- culture of learning (Contazzi & Jin, 1996)
- self-constructed representational systems (Rust, 1994)
- conceptions of learning (Benson & Lor, 1999)
Beliefs are generally defined as attitudes, opinions, and viewpoints that influence human behavior, determining what is perceived as true or right (Ehrlich, S 421-446, 2008) Academically, beliefs can be described as a learner's perspective on how their learning impacts future success (Neda Fatehi, R 16, 2009) This encompasses students' feelings about their experiences learning English as a foreign language and how these experiences contribute to their proficiency Over the years, researchers have explored the various effects of English language learning, ultimately discovering that individual beliefs play a crucial role in this process.
LITERATURE REVIEW 4
Students’ beliefs and language learning 4
Language learning beliefs have been defined differently by different researchers For example, beliefs are defined as:
- culture of learning (Contazzi & Jin, 1996)
- self-constructed representational systems (Rust, 1994)
- conceptions of learning (Benson & Lor, 1999)
Beliefs are generally defined as attitudes and opinions that influence human behavior, indicating what is perceived as true or right (Ehrlich, 2008) In an academic context, beliefs reflect learners' views on how their education impacts their future success (Neda Fatehi, 2009) This highlights students' feelings regarding their foreign language learning experiences and how these experiences contribute to their English proficiency Over the years, researchers have explored various aspects of English language learning, ultimately discovering that each student possesses unique perceptions and cognitive responses to the teaching strategies employed by educators.
Victori and Lockhart (1995) define beliefs as the overarching assumptions students have regarding themselves as learners, the factors affecting language acquisition, and the characteristics of language learning and teaching This definition serves as a framework for examining the beliefs about English language learning held by the study's participants.
Recently, there has been much empirical evidence that how students learn English is influenced by their beliefs about second language learning to help students learn the language better
The success of language acquisition is influenced by various interrelated factors, including the social context of learning, cultural beliefs, the status of the target language, and the learning process itself (Ramirez, 1995) According to Nunan and Lamb (1996), learners' attitudes towards the target language, the learning environment, and their expected roles significantly impact the language learning experience Additionally, individual characteristics such as personality traits, learning styles, strategies, and attitudes are crucial in determining learning outcomes (Ramirez, 1995) This study focuses on "attitude," defined as the beliefs a learner holds about the community and speakers of the target language, the language itself, and the learning task.
Beliefs are a central construct in every discipline that deals with human behaviour and learning (Fishbein & Ajzen, 1975; Ajzen, 1988) In one sense, beliefs or personal
“myths” about learning do not differ from the majority of myths about human race, nor do they differ from those of the majority of psychologist and educators
According to Pintrich and De Groot (1990), students who find their studies important or interesting demonstrate greater perseverance in their efforts Understanding learners' beliefs about language acquisition can help educators grasp their expectations, commitment, success, and satisfaction in the classroom (Horwitz, 1988) This insight enables teachers to make more informed instructional decisions (Bernat & Gvozdenko, 2005) and adapt their teaching methods accordingly.
“a more sensitive approach to the organization of learning opportunities” (Cotteral, 1999,
Language learners develop "mini theories" about language acquisition, as defined by Hosenfeld (cited in Ellis, 1994) These beliefs, supported by Wenden (1986) and Horwitz (1987), influence learning practices, even if they are not always consciously recognized A belief is essentially a statement perceived as true, impacting various aspects of language learning, including views on English, its speakers, the four language skills (listening, speaking, reading, and writing), teaching methods, appropriate classroom behavior, personal abilities, and learning objectives (Richards & Lockhart, 1996).
Despite extensive research on learner beliefs, a definitive definition remains elusive This study adopts Horwitz's (1988) interpretation, defining learner beliefs as "preconceived notions (of learners) about language learning." This inclusive definition encompasses both cognitive and affective dimensions, acknowledging the significant influence of emotions such as attitude, motivation, and anxiety on language learning It is essential to distinguish between learner beliefs and learner strategies, as the former refers to notions while the latter pertains to the actions taken by learners Therefore, this study will maintain a clear separation between learner beliefs and strategies.
1.1.3 Nature and origin of beliefs
In the research community, the concepts of knowledge and beliefs are interpreted variably based on different theoretical frameworks Initial psychological investigations into learners' perceptions and beliefs about learning have revealed a profound depth of individuals' thoughts and emotions regarding their educational experiences (Thomas & Harri Augustein, 1983).
Research indicates that personal beliefs about one's learning abilities and individual learning processes play a more crucial role in determining learning performance than widely accepted learning theories These personal "myths" provide greater insight into individual differences in learning than traditional psychometric assessments like intelligence or aptitude.
Cognitive psychology explores learners' beliefs about knowledge and learning, known as epistemological beliefs, which are integral to metacognition and the foundation of epistemology These beliefs significantly impact intellectual performance, influencing academic learning, critical thinking, reasoning, problem-solving, persistence, and information interpretation Researchers have recognized the profound effects of personal and social epistemologies on various cognitive processes, highlighting their importance in educational contexts.
Beliefs about language learning are considered a key aspect of metacognitive knowledge, as defined by Flavell (1987) This encompasses individuals' self-awareness as learners and thinkers, including their personal goals and needs.
In 1981, the study of metacognitive knowledge in second language learning was highlighted, particularly emphasizing the concept of "person knowledge." This refers to the insights learners gain regarding how cognitive and affective factors—such as learner aptitude, personality, and motivation—impact their learning process Furthermore, person knowledge encompasses learners' understanding of how these factors specifically relate to their own experiences.
In her pioneering research, Horwitz (1987) utilized the Beliefs About Language Learning Inventory (BALLI) to categorize the beliefs of language learners The analysis of the learners' responses revealed five key areas of belief that significantly influence their language acquisition process.
1) the difficulty of language learning,
3) the nature of language learning,
Wenden (1986, 1987) grouped the beliefs she identified in 25 adults enrolled in a part-time advanced-level class at an American university into three general categories:
1) use of the language (for example, the importance of “learning in a natural way”),
2) beliefs relating to learning about the language (for example, the importance of learning grammar and vocabulary),
3) the importance of personal factors (i.e beliefs about the feelings that facilitate or inhibit learning, self-concept, and aptitude for learning)
Early studies by Horwitz and Wenden revealed common learner beliefs, particularly the importance of grammar study Schulz (2001) supported these findings, noting that both Colombian English learners and American foreign language learners highly valued explicit grammar instruction and error correction.
Recent research has aimed to classify beliefs about learning rather than merely listing them, linking these beliefs to metacognitive knowledge (Wenden, 1999) Benson and Lor (1999) differentiated between higher-order “conceptions” and lower-order “beliefs,” defining conceptions as learners' thoughts on the nature of learning objects and processes, while beliefs represent what learners perceive as true about these elements Studies, including those by Benson and Lor with Chinese undergraduates at the University of Hong Kong, reveal that learners categorize their conceptions of language and learning into two main types: “quantitative/analytic” and “qualitative/experiential.” Importantly, these categories are not mutually exclusive, as learners often possess a combination of beliefs Additionally, research by Tanaka (2004) identifies a third conception, “self-efficacy/confidence,” which relates to learners' perceptions of their language abilities and progress within specific learning contexts.
Conception Nature of language Nature of language learning
Learning an L2 is mostly a matter of learning grammar rules
In order to speak an L2 well, it is important to learn vocabulary
To understand the L2 it must be translated into my L1
Memorization is a good way for me to learn an L2
Learning an L2 involves learning to listen and speak in the language
To learn a language you have to pay attention to the way it is used
It is okay to guess if you do not know a word
If I heard a foreigner of my age speaking the L2 I would go up to that person to practise speaking
Table 1.1: Types of learner beliefs (based on Benson and Lor, 1999)
And in this study, I use the classification of learner beliefs proposed by Horwitz
(1987) because its is frequently used by other researchers researching language learners’ beliefs in various contexts These categories are useful in describing learners’ beliefs clearly
1.1.5 The sources of learners’ beliefs
Learners' beliefs about language learning are significantly influenced by their past educational experiences, as demonstrated by a study conducted by Little, Singleton, and Silvius (1984, reported in Little and Singleton, 1990) at Trinity College, Dublin The research revealed that both undergraduate and postgraduate foreign language students preferred production activities, such as oral repetition and writing, over receptive activities like listening and reading This preference indicates that their attitudes toward language learning were shaped by the nature of the instruction they had received throughout their educational journey.
Another possibility is that beliefs are culturally determined However, Horwitz
Previous studies on learner’s beliefs 12
Over the past few decades, research on language learning beliefs has significantly expanded, starting in the 1970s (Papalia, 1978) Various studies have been conducted under different research paradigms, leading to attempts at classification by researchers (Barcelos, 2003) For instance, Benson and Lor (1999) categorized these studies based on the inquiry methods used, such as inventories where learners express their agreement or disagreement with belief statements (Horwitz, 1987), and qualitative methods like interviews and focus group discussions (Wenden, 1986b, 1987) Kalaja (2003) refers to these methods as "mainstream" and "alternative."
(2000, 2003), on the other hand, distinguishes three main approaches: nominative, metacognitive and contextual Below is a review of those studies
Horwitz's (1987) study is a seminal work in understanding second language learners' beliefs, with the Beliefs About Language Learning Inventory (BALLI) being widely utilized over the past two decades to explore various aspects such as the relationship between beliefs and language proficiency (Mantle Bromley, 1995), cultural influences on beliefs (Cortazzi & Jin, 1996; McCager, 1993; Horwitz, 1999), gender differences (Siebert, 2003; Tercanlioglu, 2005; Bernat & Lloyd, 2007), and the underlying dimensions of learners' beliefs (Sakui & Gaines, 1999), as well as strategy use (Yang, 1999) across different countries Research indicates that beliefs about language learning are specific to their context (Nikitina & Furuuka, 2006).
Horwitz’s (1987) BALLI has been extensively utilized in researching learners' beliefs about language learning; however, concerns regarding its validity and reliability have been raised by some scholars This study highlights the need for multivariate statistical validation and analysis of the instrument The origins of the inventory stem from a brainstorming session led by Horwitz, which involved 25 language teachers who contributed their insights on common learner beliefs about language teaching Based on these contributions, Horwitz compiled and categorized a list of language learning beliefs This study builds upon Horwitz’s work by examining individual items and analyzing data to uncover learners’ beliefs.
Research in language acquisition has largely overlooked the beliefs of foreign and second language learners, as noted by Wenden (2001) Language educators acknowledge that students enter the classroom with diverse attitudes, experiences, expectations, and learning strategies (Benson, 2001; Nyikos & Oxford, 1993; Oxford, 1992) Studies indicate that learners' attitudes and beliefs significantly impact their learning behavior (Bandura & Schunk, 1981; Como, 1986; Cotterall, 1995; McCombs, 1984) and overall outcomes (Martin & Ramsden, 1987; van Rossum & Schenk, 1984; Weinert & Kluwe, 1987) These beliefs are crucial to the learner's experience and success (Ryan, 1984; Sakui & Gaies, 1999; Schommer, 1990; Weinert & Kluwe, 1987) Additionally, effective learners often gain insights into their beliefs regarding language learning processes, their abilities, and successful strategies (Anstey, 1988; Biggs, 1987; Ehrman & Oxford, 1989, 1990; Oxford, 1990; Zimmerman & Martinez-Pons, 1986).
Students in remote areas often develop misconceptions about language learning due to their inferior educational environments According to Horwitz (1987), second language learners possess varying beliefs shaped by their past experiences and cultural backgrounds In her analysis of studies based on her questionnaire, she highlighted that individual differences—such as age, life stage, learning style, educational experiences, and learning contexts—contribute significantly to the diversity of beliefs about language learning, alongside cultural influences (Horwitz, 1999).
The relationship between learner beliefs and language learning strategies 14
Research on language learners' beliefs highlights the significant connection between these beliefs and the strategies employed in language learning Learner beliefs fundamentally influence how students approach language acquisition, impacting their choice of learning strategies This relationship has been notably explored in studies by Yang (1999) and other scholars, including Abraham & Vann (1987), Horwitz (1987, 1988), and Wenden (1986).
Research by Yang (1999), citing Pintrich et al (1989, 1990), highlights how learners' beliefs influence their learning strategies Learners who are intrinsically motivated or possess a strong sense of self-efficacy tend to utilize (meta)cognitive learning strategies more effectively Conversely, anxious learners often struggle to control their learning processes, leading to less effective strategy selection Supporting this, Lee & Oxford (2008) found that beliefs such as "learning English is important" and "I am highly proficient in English" positively impact students' use of learning strategies.
Yang (1999) highlights the connection between learner beliefs and language learning strategies, particularly in spoken English Learners with positive self-efficacy are inclined to use functional practice strategies, actively seeking opportunities to enhance their pronunciation in real-life contexts, such as engaging in conversations, finding native speakers, or watching English television programs Additionally, students who strongly believe in the importance of learning spoken English favor formal oral practice strategies, including imitation and repetition, as they are convinced that these methods lead to excellent language proficiency.
Mastering English pronunciation is crucial for effective communication, and learners should emphasize formal pronunciation practices, such as repeating new words and mimicking native speakers (Yang, 1999) When a learner's self-efficacy beliefs surpass their perception of the target language's value, they tend to favor practical, communicative exercises.
In 1988, Horwitz recognized that learner beliefs influence strategy use, while Yang (1999) suggests a reciprocal relationship, indicating that the choice of learning strategies can also shape a learner's beliefs Notably, engaging in functional practice is particularly effective in enhancing a student's self-efficacy, as highlighted by Pintrich (1989, as cited by Yang).
Effective language learning strategies significantly contribute to successful practice, boost learners' self-perception of their language proficiency, and ultimately enhance their motivation.
Yang (1999) highlights the conflicting emotions language students experience regarding oral skills training While they recognize the necessity of oral practice for achieving proficiency, anxiety and shyness often impede their progress This fear can deter students from engaging in functional practice, but it can be mitigated through strategies such as relaxation techniques and self-encouragement (Yang, 1999).
Research by Yang and colleagues highlights a significant connection between learners’ beliefs and their language learning strategies According to Horwitz (1988) and Yang (1999), a high sense of self-efficacy may lead to a preference for functional practice, seemingly excluding formal-oral strategies However, this is not always the case, as anxious learners often avoid functional practice, yet it remains essential Some students may deeply value spoken English and be willing to engage in both formal and functional practice to enhance their pronunciation and self-efficacy Additionally, EFL students with high self-efficacy may primarily rely on formal-oral strategies due to limited opportunities for communicative practice in foreign language settings.
Understanding the beliefs of second language learners is essential, as these beliefs are deeply influenced by their specific contexts This section offers a concise overview of the context in which this study is conducted.
Summary 16
The reviewed literature indicates that learners' beliefs are context-dependent and evolve over time, highlighting the importance for teachers to understand these beliefs within their specific teaching environments By doing so, educators can assist learners in recognizing their own beliefs and the necessity of transforming any inappropriate ones.
Numerous studies have been conducted in the realm of language learning, primarily focusing on junior and senior high schools, as well as college levels This underscores the need for our current research, which aims to explore the relationship between language learning beliefs and the application of learning strategies at Sam Son Ethnic Pre-University School The next chapter will detail the findings of this study.
DATA COLLECTION AND DATA ANALYSIS 17
Context of the study 17
Ethnic pre-university schools in Vietnam are designed to equip ethnic students from remote areas, such as mountainous regions, with the necessary knowledge to enter universities These students often face challenges in meeting the university entrance exam requirements, leading them to enroll in these specialized institutions English is a mandatory subject across various educational levels in Vietnam, typically taught three times a week in high secondary schools However, in ethnic pre-university schools, the English curriculum varies based on the school's administration; it may be classified as either a main subject, receiving three sessions per week, or a subordinate subject, with two sessions per week.
The English Streamlines Elementary curriculum has been a staple in Vietnamese education since the 1970s While it has served as a foundational tool for beginners, particularly for ethnic students who are starting anew or have lost prior knowledge, it has become outdated in light of the plethora of contemporary teaching materials and methods available today Recognizing the need for modernization, the Ministry of Education and Training is preparing to replace this curriculum to better meet the evolving demands of English language education.
Sam Son Ethnic Pre-University School, located in the eastern part of Thanh Hoa City, serves students from remote areas across seven provinces in north-central Vietnam, including Ninh Binh, Thanh Hoa, Nghe An, Ha Tinh, Quang Binh, Quang Tri, and Hue English is a compulsory subject at this institution, playing a central role in the students' academic curriculum.
Teaching and learning English at Sam Son ethnic pre-university presents significant challenges due to the varying levels of proficiency among students Many students struggle with English, with some having no prior exposure to the language, having instead learned French Consequently, they invest minimal effort in English studies, viewing it merely as a compulsory subject aimed at achieving passing grades on tests and exams This mindset leads to passivity in their learning process, heavily influenced by the quality of textbooks and the teaching methods employed.
The participants of this study are 150 students that come from five classes (30 students / each class) They are both male and female ethnic students aged from 18 to 20 of
At Sam Son Ethnic Pre-University School, five classes are dedicated to students facing challenges in learning English The students' English proficiency varies significantly due to their diverse backgrounds, as they come from different remote provinces, with some having no prior experience in learning the language Participants from grades A and B were selected randomly to address these educational disparities.
Students’ living and learning conditions
Students from remote areas reside in school hostels, dedicating most of their time to studying They have limited outdoor access, with just one hour in the morning from 5:30 to 6:00 and two hours in the afternoon from 5:00 to 7:00.
After completing their lessons, students have the opportunity to engage in various activities, including playing football or joining clubs like the Art Club and Skills Club While cooking is not permitted, they can enjoy meals at the school canteen.
The school lacks sufficient equipment, as essential tools like tapes and cassette players are unavailable for both teachers and students Additionally, there are no English clubs to help students enhance and develop their language skills.
The students belong to various ethnic groups, including Muong, Thai, Katu, Tho, and Dao, primarily from Thanh Hoa and Nghe An They predominantly communicate in their native languages while also using Vietnamese in classrooms and public settings As a result, they appear to be learning two languages simultaneously, although their proficiency in Vietnamese is still developing.
2.2 Data collection of survey questionnaire
Surveys are a non-experimental, descriptive research method widely used in library and information science to gather data on observable phenomena, such as user opinions on library services They effectively assess various subjects, including user attitudes towards system interfaces and reading habits Unlike experiments, which investigate the strength of relationships between variables, surveys provide valuable insights into user characteristics and preferences.
In 1992, researchers highlighted several key advantages of using questionnaires, including reduced pressure on respondents, minimized interview bias, and straightforward answer analysis Given that this study aims to explore the beliefs about English language learning among students at Sam Son pre-university school, employing a questionnaire is an ideal method to fulfill this objective.
The major advantage of the questionnaire is that data can be collected from large number of respondents in a cost-effective way within short period of time (Kormos et al.,
In order to generalize the results of a study to the target population, it is essential that respondents are selected appropriately and that the questionnaires used are both valid and reliable To assess participants' beliefs about language learning, the "Beliefs About Language Learning Inventory ESL Student Version" (BALLI) will be utilized.
The inventory includes 35 Likert scale items and two multiple-choice questions, with the Likert items presented in a declarative format Participants are asked to express their agreement on a four-point scale: strongly disagree, disagree, agree, or strongly agree This approach was adopted to minimize the tendency for responses to cluster around the neutral option and to allow for clearer analysis of positive and negative responses, addressing uncertainties found in previous studies.
2.3 Data analysis of survey questionnaire
This study explored the beliefs of ethnic students at Sam Son pre-university in Thanh Hoa using the BALLI questionnaire developed by Horwitz (1985) Participants rated their agreement with 35 statements on a Likert scale from 1 (strongly disagree) to 5 (strongly agree), focusing on five key areas of language learning: difficulty, foreign language aptitude, nature of language learning and communication strategies, motivation, and expectations For this research, a modified 4-point scale (1-4) was utilized to gather insights across these five areas.
Horwitz (1985) grouped the items according to the following categories:
1 The difficulty of learning a foreign language: Items 3, 4, 15, 25, 33
2 Aptitude for language learning: Items 1, 2, 6, 10, 11, 16, 19, 30, 32
3 The nature of language learning process: Items 8, 12, 17, 23, 27, 28, 34
4 Learning and communication strategies: Items 7, 9, 13, 14, 18, 21, 22, 26
5 Motivations and expectations for language learning: Items 5, 20, 24, 29, 31, 35
2.3.1 Beliefs about the difficulty of language learning
The BALLI items related to language learning difficulty primarily focus on students' perceptions of the foreign language they are studying This study aligns with previous research, highlighting a hierarchy of language learning difficulty as established by scholars such as Horwitz (1987) and Altan (2006).