Beliefs and out-of-class language learning of Chinese-speaking ESL learners in Hong Kong

Beliefs and out-of-class language learning of Chinese-speaking ESL learners in Hong Kong

• Wu, Manfred Man Fat Hong Kong Institute of Vocational Education

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 60(1), 35-52, 2012

Hong Kong

Hong Kong Teachers' Association

2012

• C Psychology & Learning
  • CB Psychology of Learning
• C Psychology & Learning
  • CC Motivation of Learning
• N Students & Student Services
  • NI Tutorial Classes / Schools
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language

Beliefs About Language Learning Inventory Newspapers Young Adults Outcomes of Education Second Language Instruction Television Learning Motivation Music Radio Films Measures (Individuals) Class Activities Power Structure Second Language Learning Rewards English (Second Language) Student Attitudes Confucianism Interpersonal Communication Role Self Efficacy Learning Activities Vocational Education Singing Native Speakers Student Motivation

• Hong Kong

• 1997.7 onwards

• Adult Education

Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful pedagogical implications for English teaching in Hong Kong.
Aim: The aim of the study is to gather information on the BALLs and out-of-class language-learning activities of young adult ESL learners in Hong Kong.
Sample: Convenience sampling is adopted in this study of 324 ESL (English as a Second Language) learners undertaking vocational education in Hong Kong.
Methods: Surveys on BALLs and out-of-class language-learning activities. Results: Findings indicate that learners held mostly positive beliefs. Watching films and television, reading, listening to English songs, music and radio channels, formal learning and practising speaking with others were the out-of-class language-learning activities reported by subjects that they carried out most frequently. There is an association between BALLs and the implementation of activities. Learners who regarded out-of-class language-learning activities as useful were found to possess more positive beliefs regarding their English learning in terms of BALLI (Beliefs About Language Learning Inventory) items. Learners who implemented out-of-class language-learning activities were found to have more positive beliefs in terms of two factors, "Perceived value and nature of learning spoken English" and "Self-efficacy and expectation about learning English."
Conclusion: The contextual influences of English being a prestigious language in Hong Kong and being attached with tangible rewards and power are suggested to contribute to the prevalence of instrumental motivation among ESL learners in Hong Kong. These influences, together with notion of modesty and the fear of losing face in Confucianism, also contribute to the popularity out-of-class activities related to receptive skills such as reading newspapers and watching TV rather than those involve productive skills such as face-to-face contacts and writing.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Association is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Contains 3 tables

• English

Journal Articles

• 16831381

https://bibliography.lib.eduhk.hk/bibs/95d79f81

2014-01-18