Author, Subjects, Keywords

Cited Author

 
 
   » By Author or Editor
 » Browse Author by Alphabet
 » By Journal
 » By Subjects
 » Malaysian Journals
 » By Type
 » By Year
 » By Latest Additions
 
 
   » By Author
 » Top 20 Authors
 » Top 20 Article
 » Top Journal Cited
 » Top Article Cited
 » Journal Citation Statistics
 » Usage Since Sept 2007


 
 
 

Login | Create Account

Are Beliefs about Language Learning Gender-Related? A Case Study of Russian Language Learners at Universiti Malaysia Sabah

Nikitina, Larisa, and Furuoka, Fumitaka, (2007) Are Beliefs about Language Learning Gender-Related? A Case Study of Russian Language Learners at Universiti Malaysia Sabah. MANU, Jurnal Pusat Penataran Ilmu & Bahasa, 13 . pp. 146-160. ISSN 1511-1989

[img]PDF (abstract) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
41Kb

Affiliations

Universiti Malaysia Sabah
Universiti Malaysia Sabah

Abstract

In the field of language pedagogy the relationship between language learner’s gender and the emotional (affective) component of language study has been a subject of numerous academic inquiries. These studies focused on female and male students’ motivational patterns, their preferences for learning strategies, classroom behaviour, teacher-student interaction, etc. However, research on beliefs about language learning from the gender perspective has been conspicuously lacking. The present study aims to address this gap and examines beliefs held by one hundred seven students learning the Russian language at University Malaysia Sabah (UMS). Beliefs About Language Learning Inventory (BALLI) developed by Horwitz (1988) was employed in the present research with the aim to explore whether beliefs of female and male learners were significantly different. The students had been asked to reply the questionnaires after which the obtained data were computed and statistical analysis (two-independent-samples t-test) was performed to assess whether the male and female students’ beliefs about language learning were significantly different. The only statistically significant difference detected in this study concerned the value and importance of the use of audio materials and CD-recordings. The female students assigned a greater importance to employing these language learning tools in the process of language learning. Pedagogical implications of the research findings are briefly discussed.

Item Type:Journal
Keywords:language learning, language teaching, learner beliefs, BALLI, Malaysia
Subjects:P Language and Literature
L Education
ID Code:2965

Anastasi, A. (1985). Reciprocal relations between cognitive and affective development - with implications for sex differences. In T.B. Sonderegger (Ed.) Psychology and Gender pp. 1-35), Lincoln: University of Nebraska Press.

Bacon, S. and Finnemann, M. (1992). Sex differences in self-reported beliefs about foreign language learning and authentic oral and written input. Language Learning 42, pp. 471–495.

Barcelos, A.M.F. (2000). Understanding Teachers’ and Students’ Language Learning Beliefs in Experience: A Deweyan Approach (John Dewey). Unpublished doctoral dissertation. The University of Alabama, Tuscaloosa.

Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge.

Clark, A. and Trafford, J. (1995). Boys into modern languages: an investigation of attitudes and performance between boys and girls in modern languages. Gender and Education 7(3), pp. 315-325.

Dewaele, J.-M. (2005). Sociodemographic, Psychological and Politicocultural Correlates in Flemish Students’ Attitudes Towards French and English. Journal of Multilingual and Multicultural Development 26(2), pp. 118-137.

Diab R. (2000). Political and socio-cultural factors in foreign language education: The Case of Lebanon. Texas Papers in Foreign Language Education 5, pp. 177-187.

Green, J. M. and Oxford, R. L. (1993). Learning strategies: Patterns of use by gender and proficiency. Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages, Atlanta.

Hong-Nam K. and Leavell A. (2006). Language learning strategy use of ESL students in an intensive English learning context. System 34, pp. 399–415.

Horwitz, E. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal 72, pp. 283–294.

Horwitz, E. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: A review of BALLI studies. System 27, pp. 557-576.

Humm, M. (1989) The Dictionary of Feminist Theory. Hertfordshire: Harvester Wheatsheaf.

Kerka, S. (1993). Women, Human Development, and Learning. ERIC Digest. (ED358379), pp.1-7

Knox, M., Funk, J. Elliott, R. and Bush, E. (2000). Gender Differences in Adolescents' Possible Selves. Youth and Society 31, pp. 287-309.

Kubota, R. (2003). New approaches to gender, class, and race in second language writing. Journal of Second Language Writing 12, pp. 31–47.

Larsen-Freeman, D. and Long, M. (1991). An Introduction to Second Language Acquisition Research. Oxford: Oxford University Press.

Ludwig, J. (1983). Attitudes and expectations: a profile of female and male students of college French, German and Spanish. The Modern Language Journal 67, pp. 216–227.

Mori, S. and Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System 34, pp. 194–210

Murphy, R.J.L. (1980). Sex differences in GCE examination entry statistics and success rates. Educational Studies 61(2), pp. 169-178.

Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. London: Longman.

Oxford, R. (1994). La différence continue…: gender differences in second/foreign language learning styles and strategies. In Sunderland, J. (Ed.). Exploring Gender: Questions and Implications for English Language Education. Hemel Hempstead: Prentice Hall.

Oxford, R. and Ehrman M. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System 23(3), pp. 359-386.

Politzer, R. (1983). An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition 6, pp. 54–65.

Powell, R. and Batters, J. (1985). Pupil’s perceptions of foreign language learning at 12+: some gender differences. Educational Studies 2(1), pp. 11-23.

Shaaban, K. and Ghaith G. (2003). Effect of religion, first foreign language and gender on the perception of the utility of language. Journal of Language, Identity, and Education 2(1), pp. 53-77.

Siebert, L. (2003). Student and teacher beliefs about language learning. The ORTESOL Journal 21, pp. 7-39.

Sowden, C. (2007). Culture and the ‘good teacher’ in the English Language classroom. ELT Journal 61(4), pp. 304-310.

Sunderland, J. (1994). Introduction to materials. In Sunderland, J. (Ed.), Exploring Gender: Questions and Implications for English Language Education. Hemel Hempstead: Prentice Hall.

Sunderland, J. (1998) Girls being quiet: a problem for foreign language classrooms? Language Teaching Research 2 1), pp. 48–82.

Tran, T.V. (1988). Sex differences in English language acculturation and learning strategies among Vietnamese adults aged 40 and over in the United States. Sex Roles 19, pp. 747–758.

Weedon, C. (1987). Feminist Practice and Poststructuralist Theory. Oxford: Blackwell.

Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning 50(2), pp. 203–243.

Wright, M. (1999). Influences on learner attitudes towards foreign language and culture. Educational Research 41(2), pp. 197-208.

Repository Staff Only: item control page
 
 
 
 
 
 
© Copyright 2007 MyAIS Faculty of Computer Science and Information Technology, University of Malaya – All Rights Reserved. Malaysian Abstracting and Indexing System is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.