Greek young learners’ perceptionsGreek young learners’ perceptionsabout foreign language learningabout foreign language learning

and teachingand teaching

Angeliki Psaltou-Joycey Areti-Maria SougariAngeliki Psaltou-Joycey Areti-Maria Sougari Aristotle University of ThessalonikiAristotle University of Thessaloniki

Reasons for investigating beliefsReasons for investigating beliefs

Beliefs about LL influenceBeliefs about LL influence Language learning behaviour (Erhman & Language learning behaviour (Erhman &

Oxford 1995; Mori 1999) Oxford 1995; Mori 1999) Attitudes, motivation, achievement Attitudes, motivation, achievement

(Riley 1996; Cain & Dweck 1995)(Riley 1996; Cain & Dweck 1995)

Beliefs about the teacher’s roleBeliefs about the teacher’s role

Teachers’ beliefs often differ from Teachers’ beliefs often differ from learners’ beliefs about the teacher’s learners’ beliefs about the teacher’s role in the LL process (Cortazzi & Jin role in the LL process (Cortazzi & Jin 1996; Kern 1995; McCargar 1993)1996; Kern 1995; McCargar 1993)

The role of feedbackThe role of feedback

Both, content-based and formal errors Both, content-based and formal errors should be corrected (Radecki & Swales should be corrected (Radecki & Swales 1988)1988)

Errors should be corrected from early Errors should be corrected from early stages (Yang 1999)stages (Yang 1999)

Learners should self-correct (Stern Learners should self-correct (Stern 1975)1975)

Learner independenceLearner independence

Importance of educational and cultural Importance of educational and cultural background (Knowles 1976; Cameron background (Knowles 1976; Cameron 1990)1990)

Learners want autonomy in learning Learners want autonomy in learning (Cotterall 1995)(Cotterall 1995)

Importance of metacognitive Importance of metacognitive knowledge (Wenden 1999) knowledge (Wenden 1999)

Beliefs about learning strategiesBeliefs about learning strategies

Self-efficacy affects strategy use (Yang Self-efficacy affects strategy use (Yang 1996)1996)

Learning directly affects strategy use (Wen Learning directly affects strategy use (Wen & Johnson 1997; Wenden 1999)& Johnson 1997; Wenden 1999)

Gender affects strategy use (Bacon & Gender affects strategy use (Bacon & Finnemann 1992)Finnemann 1992)

Motivating course material affects strategy Motivating course material affects strategy use (Pintrich 1989; Pintrich & De Groot use (Pintrich 1989; Pintrich & De Groot 1990)1990)

Learning context and beliefsLearning context and beliefs

L2 vs FL contextL2 vs FL context (Kojic-Sabo & Lightbown 1999)(Kojic-Sabo & Lightbown 1999)

Secondary learners and adult learnersSecondary learners and adult learners (Chesterfield and Chesterfield 1985; Kiely 2002)(Chesterfield and Chesterfield 1985; Kiely 2002)

What about primary learners?What about primary learners? Very limited research Very limited research (Cain and Dweck 1995; (Cain and Dweck 1995;

Chamot and El-Dinary 1999; Purdie & Oliver 1999; Lin 2001; Chamot and El-Dinary 1999; Purdie & Oliver 1999; Lin 2001; Lan and Oxford 2003)Lan and Oxford 2003)

Present studyPresent study

Aim: Aim:

To explore learners’ beliefs about To explore learners’ beliefs about language learninglanguage learning

To suggest plausible ways for effective To suggest plausible ways for effective teaching strategiesteaching strategies

Present study: descriptionPresent study: description

Subjects:Subjects: NN= 516= 516Primary – 6Primary – 6thth grade ( grade (NN= 262)= 262)Lower Secondary – 3Lower Secondary – 3rdrd grade ( grade (NN=254)=254)

Instrument:Instrument: Questionnaire (adapted from Cotterall 1995, 1999; Questionnaire (adapted from Cotterall 1995, 1999; Oxford 1990) 5-point Likert scale (1: I totally disagree, 5: I Oxford 1990) 5-point Likert scale (1: I totally disagree, 5: I

totally agree) totally agree) Role of the teacherRole of the teacher Role of feedback Role of feedback Nature of learningNature of learning Role of independent learningRole of independent learning Role of learning strategiesRole of learning strategies

Method of analysis:Method of analysis: descriptive statistics (frequencies, means, t-descriptive statistics (frequencies, means, t-tests)tests)Significance level: Significance level: pp<.05<.05

Present study: ResultsPresent study: Results

Gender

Girls52%

Boys48%

Boys

Girls

92

87

90

5 10 73 3 3

0

20

40

60

80

100

Greek Greek andother

Other

Language Spoken at home

Primary

Lower Secondary

Total

94

60

20

40

60

80

100

YES NO

Attending langage classes privately

PrimaryLower secondary

4

43

96

57

0

20

40

60

80

100

YES NO

Attainment of a certificate in English

Primary

Lower Secondary

RESULTSRESULTS

T-test resultsT-test results

Significant differences between Primary Learners (PL) Significant differences between Primary Learners (PL) and Lower Secondary Learners (LSL) in the case ofand Lower Secondary Learners (LSL) in the case of

Beliefs about theBeliefs about the Role of the teacher Role of the teacher (PL= (PL= 3,43,4 /LSL= 3,2 / t = 3,5, p< .001) /LSL= 3,2 / t = 3,5, p< .001) Role of independent learning Role of independent learning (PL= (PL= 3,63,6 /LSL= 3,3 / t = 3,5, /LSL= 3,3 / t = 3,5,

p< .001)p< .001) Nature of learning Nature of learning (PL= (PL= 3,6 3,6 / LSL= 3,3 /t = 6,2, p< .001)/ LSL= 3,3 /t = 6,2, p< .001)

ButBut not in the case of feedback not in the case of feedback (p > .05)(p > .05)

The older the learners are, the more The older the learners are, the more inquisitive they become. They start looking inquisitive they become. They start looking at teaching and learning in a more critical at teaching and learning in a more critical way as they grow older.way as they grow older.

Both groups of learners hold similar views Both groups of learners hold similar views as regards the role of feedback, because as regards the role of feedback, because feedback is seen as part of their everyday feedback is seen as part of their everyday reality, which affects the way they learn. reality, which affects the way they learn.

Results:Results:Beliefs about the Beliefs about the role of the teacherrole of the teacherPL hold stronger beliefs than LSLPL hold stronger beliefs than LSL

The T is expected toThe T is expected to help them have good learning outcomes help them have good learning outcomes (PL=(PL=4,44,4 / LSL = 3,9 / t= 5,7, / LSL = 3,9 / t= 5,7,

p< .001)p< .001) create opportunities for practice create opportunities for practice (PL=(PL=4,14,1 / LSL=3,8 / t= 2,7, p< .01) / LSL=3,8 / t= 2,7, p< .01) let the learners know what they have learnt upon completion of a let the learners know what they have learnt upon completion of a

certain activity certain activity (PL= (PL= 3,93,9 / LSL= 3,5 / t= 3,5, p< .001) / LSL= 3,5 / t= 3,5, p< .001) decide how much time will be devoted to a certain activitydecide how much time will be devoted to a certain activity (PL=(PL=3,93,9 / /

LSL=3,5 / t= 2,2, p< .05)LSL=3,5 / t= 2,2, p< .05)

But learners think alike when they are asked whether their Teacher But learners think alike when they are asked whether their Teacher should (no significant differences found, should (no significant differences found, pp> .05)> .05)

talk to them about their progresstalk to them about their progress tell them what to dotell them what to do inform them about problems with their learninginform them about problems with their learning give them regular testsgive them regular tests

Beliefs about Beliefs about the role of the role of feedbackfeedback

PL believe thatPL believe that they read carefully the corrections made in their written

assignments to avoid similar mistakes (PL= 4,5 / LSL = 3,9 / t= 5,8, p< .001)

the teacher knows better than anyone else the progress they are making (PL= 4,1 / LSL= 3,7 / t= 3,2, p< .001)

LSL believe they are more critical of what they say possible errors may prove to be an obstacle (PL= 3,6 / LSL= 4,0 / t= 3,5,

p<.001)

Beliefs about Beliefs about the nature of the nature of learninglearning

Primary learners believe thatPrimary learners believe that

Knowledge of rules is importantKnowledge of rules is important (PL= 4,3/LSL=4,0 / t= 3,3, p< .001)

Errors hinder learningErrors hinder learning (PL= 2,7 / LSL= 2,2 / t= 3,7, p< .001)

In order to talk, they should have the knowledge of rules In order to talk, they should have the knowledge of rules (PL= (PL= 4,34,3 / LSL= / LSL= 3,5 / t= 7,6, p< .001)3,5 / t= 7,6, p< .001)

Learning can be achieved within a short timeLearning can be achieved within a short time (PL=3,7 / LSL=3,4 / t= 3,7, p< .001)

Progress in English depends on the work performed in classProgress in English depends on the work performed in class (PL= 4,0/ LSL=3,6 / t= 4,3, p< .001)

BUT lower secondary learners believe Discussing about progress with the Teacher makes them feel uneasyDiscussing about progress with the Teacher makes them feel uneasy

(PL= 3,1 / LSL= 3,4 / t= -2,2, p< .05)

Beliefs about Beliefs about independent independent learninglearning

Primary learners believe that Primary learners believe that

They try to find solutions to difficulties aloneThey try to find solutions to difficulties alone (PL=(PL=3,33,3 / LSL= 2,9 / LSL= 2,9 / t= 3,4, p< .001)/ t= 3,4, p< .001)

They can spot errors (speaking/writing)They can spot errors (speaking/writing) (PL=(PL=3,93,9/ LSL= 3,6 / t= 3,9, / LSL= 3,6 / t= 3,9,

p< .001) p< .001)

Beliefs about Beliefs about the role of the role of learning strategieslearning strategies

Memory strategies (PL = Memory strategies (PL = 3,3 3,3 /LSL=2,6 / t= 7,2 , p< .001) /LSL=2,6 / t= 7,2 , p< .001)

Cognitive strategies (PL = Cognitive strategies (PL = 3,33,3 /LSL= 3,1 / t= 3,8, p< .001) /LSL= 3,1 / t= 3,8, p< .001)

Compensation strategies (PL =3,7 /LSL= Compensation strategies (PL =3,7 /LSL= 3,93,9 / t= -3, / t= -3, p< .01)p< .01)

Metacognitive strategies (PL = Metacognitive strategies (PL = 4,14,1 /LSL= 3,4/ t= 8,1, /LSL= 3,4/ t= 8,1, p< .001)p< .001)

Social strategies (PL = Social strategies (PL = 4,04,0 /LSL= 3,8 / t= 2,3, p< .05) /LSL= 3,8 / t= 2,3, p< .05)

Beliefs about Beliefs about the role of the role of learning strategieslearning strategies

Memory strategies –Memory strategies – Making new sentences that incorporate new words Making new sentences that incorporate new words (PL=(PL=3,23,2 / /

LSL=2,6 /t= 4,9, p< .001)LSL=2,6 /t= 4,9, p< .001)

Regular revisions Regular revisions (PL= (PL= 3,93,9/ LSL=3,2 /t= 6,4, p<.001)/ LSL=3,2 /t= 6,4, p<.001)

Cognitive strategiesCognitive strategies – – pronunciation practicepronunciation practice (PL= (PL= 4,04,0/ LSL=3,2 / t=7,6, p<.001)/ LSL=3,2 / t=7,6, p<.001) searching for similarities between MT and TLsearching for similarities between MT and TL (PL= (PL=

3,03,0/ LSL=2,8 / t=2,4, p< .05)/ LSL=2,8 / t=2,4, p< .05) BUT deducing meaning from contextBUT deducing meaning from context without translation without translation

(PL= 2,8/LSL=(PL= 2,8/LSL=3,33,3 / t= / t= -3,894-3,894, p< .001), p< .001) Forming sentences in Greek and then translatingForming sentences in Greek and then translating

(PL=(PL=3,43,4 /LSL=3,0 / t=3,1, p<.01) /LSL=3,0 / t=3,1, p<.01)

Compensation strategiesCompensation strategies – – deducing meaning from deducing meaning from context to avoid the use of a dictionarycontext to avoid the use of a dictionary (PL= 3,4/ LSL= (PL= 3,4/ LSL= 3,73,7 / t= -2,8, p< .01) / t= -2,8, p< .01)

Metacognitive strategiesMetacognitive strategies studying English regularly studying English regularly (PL= (PL= 3,93,9/ LSL=2,8 / t= 9,1, / LSL=2,8 / t= 9,1,

p< .001 )p< .001 )

concerned about progress concerned about progress (PL= (PL= 4,34,3/ LSL=3,9 / t=4,2, / LSL=3,9 / t=4,2, p< .001)p< .001)

Social strategiesSocial strategies asking for clarification asking for clarification (PL= (PL= 4,04,0/ LSL=3,8 / t=2,3, p< .05)/ LSL=3,8 / t=2,3, p< .05)

CONCLUSIONSCONCLUSIONS

The teacher is seen as a facilitator for learning.The teacher is seen as a facilitator for learning. The teacher should show them how to learn. The teacher should show them how to learn. Errors are expected to be corrected by the teacher.Errors are expected to be corrected by the teacher. PL place importance on rules and the mother tongue.PL place importance on rules and the mother tongue. Personal effort is considered important. Learners are Personal effort is considered important. Learners are

quite autonomous.quite autonomous. PL dedicate more time for studying due to different PL dedicate more time for studying due to different

priorities.priorities. Learners make use of different strategies.Learners make use of different strategies. PL use memory, cognitive, metacognitive and social PL use memory, cognitive, metacognitive and social

strategies whereas LSL use compensation strategies.strategies whereas LSL use compensation strategies.

SuggestionsSuggestions

Teachers can relax and start enjoying Teachers can relax and start enjoying teaching by adopting a facilitative role.teaching by adopting a facilitative role.

Learners can assume responsibility for Learners can assume responsibility for their learning (willing and able) but they their learning (willing and able) but they need to be shown how to perform need to be shown how to perform certain things.certain things.

Thank youThank you

asougari@enl.auth.grasougari@enl.auth.gr

apsajoy@enl.auth.grapsajoy@enl.auth.gr