Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary

This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners’ beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners’ views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners’ views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners’ language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching

Identity and learner autonomy in doctoral study : international students' experiences in an Australian university

16 page(s

Doctoral students writing : where's the pedagogy?

Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students' experiences in terms of Wenger's 'communities of practice' framework suggests that this perspective fails to account adequately for the power relations that impact on the students' learning opportunities. Examining the students' experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate.13 page(s

Learner autonomy in a mainstream writing course : articulating learning gains

The starting point for this chapter was my interest in exploring gains in metacognitive knowledge about writing which occurred during a onesemester course in academic writing (WRIT 151) that I was teaching and coordinating. The course aimed to develop both learners' knowledge of the characteristics of effective academic writing, and, at the same time, their independence as writers. I was therefore interested in tracing possible links between individuals' understanding of the tasks they were engaged in, and their willingness and ability to attempt those tasks with diminishing amounts of support. To do this, I examined in detail an extended piece of reflective writing that each of the 15 learners in my workshop group submitted at the end of the course. The learners' writing provided numerous instances of sophisticated task knowledge, as well as examples of person and strategic knowledge (Flavell 1979). It is likely that the course's requirement that learners constantly reflect on and discuss their writing goals, strategies and difficulties helped develop their understanding of the essay writing process, and their confidence to approach future writing tasks independently. Exploring development in the metacognitive knowledge base of second language learners is an important issue for those committed to promoting learner autonomy. This is because metacognitive knowledge "is a prerequisite to the deploymof ... self-regulatory processes" (Wenden 2001: 62) involved in independent or autonomous learning behaviour. In other words, learners can only begin to develop independence in learning once they possess: (a) awareness of their strengths and weaknesses in relation to the tasks; (b) an understanding of the tasks they are engaged in; and (c) knowledge of strategies which can help them undertake such tasks. For learners such as those described here, gaining some independence as writers is of the utmost urgency, since most learning at university (at least in the New Zealand context) is assessed through essays and other written tasks. In this chapter, I first refer to previous research into the acquisition of metacognitive knowledge in language learning, and specifically into its role in second language writing. I then provide some background on the writing course and the learners, and explain how the development of metacognitive knowledge was a central and explicit course goal. In the main section of the paper, I present statements about metacognitive knowledge reported in the reflections of learners in the workshop group I taught, and consider the possible relationship between those instances of metacognitive knowledge and the development of learner autonomy. I then discuss some instances where the learners reported having transferred learning gained during the writing course to new situations. Finally, while acknowledging the limitations of this small-scale piece of research, I discuss some of the challenges for writing teachers and researchers which it highlights.21 page(s

More than just a brain : emotions and the doctoral experience

While the epistemological and ontological challenges faced by doctoral candidates are well documented, the same cannot be said of the emotional dimensions of the journey. This paper draws on Activity Theory in exploring the role of emotion in the longitudinal doctoral learning experiences of six international PhD candidates studying in Australia. Analysis reveals that writing and supervision practices are common sites of tension but that the prevailing culture of silence militates against systemic change.14 page(s

Doctoral pedagogy : what do international PhD students in Australia think about it?

Despite recent research, doctoral pedagogy remains something of a 'black box'. This article explores the 'mysterious activity' (Green, 2005, p. 151) which transforms research apprentices into licensed scholars by drawing on longitudinal interviews with six graduate students who travelled to Australia to undertake doctoral study. The article first discusses difficulties associated with the term "international students". It then argues that, given the economic benefits to Australian universities of participation by increasing numbers of international students (Bullen & Kenway, 2003), attention needs to be paid to the quality of students' learning experiences. The article also incorporates the author's dual perspectives as full-time doctoral student/researcher and experienced academic. The findings suggest that effective doctoral pedagogy is based on a mutually respectful relationship between student and supervisor supported by a flexible learning structure which enables modelling of scholarly practices and opportunities for scaffolded participation and reflection. However, as good doctoral pedagogy cannot be guaranteed, PhD students need to develop sufficient understanding of the doctoral endeavour to enable them to manage their own learning.14 page(s

Stories within stories: a narrative study of six international PhD researchers' experiences of doctoral learning in Australia

"Submitted for the degree of Doctor of Philosophy""October, 2011"Bibliography: p. 255-275.Introduction -- Literature review -- Methodology -- Identity and learner autonomy in doctoral study -- Doctoral students writing -- Student perspectives on doctoral pedagogy -- Six outsiders and a pseudo-insider -- More than just a brain -- Discussion -- Conclusion.This study explores the lived experiences of six international doctoral researchers over the course of two years of their candidature in an Australian university. In particular, it examines the participants’ perspectives on the nature and quality of their learning, their opportunities to participate in the practices of their academic communities and the quality of the support they received.National surveys of doctoral candidates have confirmed a dramatic increase in the number of international students enrolling in doctoral programmes in Australia in the last ten years and identified trends in enrolment patterns and candidate characteristics (Pearson, Cumming, Evans, Macauley & Ryland, 2011; Pearson, Evans & Macauley, 2008). This study seeks to complement the findings of such large-scale surveys by providing a detailed account of six international PhD researchers’ perspectives on their learning and socialisation experiences. The research employs a longitudinal narrative inquiry approach drawing on multiple interviews with each participant over a two year period. The study draws on social practice theory (Lave & Wenger, 1991), activity theory (Engeström, 1999), theories of academic literacies development (Lea & Street, 2006) and notions of scholarly identity construction (Baker & Lattuca, 2010) for its analytical framework.The project’s outcomes are presented in the form of a thesis by publication comprising three journal articles and two book chapters framed by traditional thesis chapters. The study highlights the complexity and particularity (Cumming, 2007) of the doctoral experience. Differences were revealed in participants’ readiness for doctoral study, the learning, research and teaching opportunities they were afforded, the quality of support provided and the extent to which events occurring outside the PhD impacted on their lives. Recommendations for improving doctoral supervision and socialisation practices are provided.Mode of access: World Wide Web.1 online resources (xiv, 341 pages) illustrations, graphs, chart

(published title): Learners’ perceptions and practice in self access language learning

Independent language learning is an essential complement to classroom-based learning if learners are to acquire target competence in a realistic period of time. It follows that language teachers can help promote learning efficiency by making links between teacher-guided learning and learner-initiated activities outside class. In an effort to encourage out of class learning, many institutions in the last ten years have established language resource centres where learners are encouraged to learn independently. This article reports on an investigation of the perceptions and practices of a group of learners enrolled in an intensive English course in relation to their out-of-class language learning. The project sought to answer the following questions: 1 How efficient and effective are the self access language learning opportunities currently provided as part of Victoria University’s English Proficiency Programme? 2 How do learners perceive self access language learning (SALL)? 3 What links do learners make between their self access language learning and their classroom learning