International Journal of Research Studies in Language Learning
CollabWritive Special Issue
2024 Volume 10 Issue 2
Available Online: 15 June 2024
Author/s:
Zhang, Jing
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (gsoules792@gmail.com)
Abstract:
The significance of Chinese vocational English education and its impact has been increasingly emphasized. However, numerous issues among Chinese vocational college students are prevalent in English language learning. The findings of this study revealed that respondents reached a consensus on five aspects of their beliefs regarding language acquisition: communication strategy beliefs, self-management beliefs, the nature and difficulty of foreign language learning, motivations and expectations, and sense of self-efficacy. Communication strategy beliefs were ranked as the most prominent aspect, while sense of self-efficacy was rated as the least significant. Respondents’ utilization of English language learning strategies demonstrated moderate levels, with cognitive and resource strategies receiving the highest ratings while monitoring strategies received the lowest. Additionally, respondents shared agreement on four attribution dimensions, with the effort being ranked first, followed by ability and luck; the situation was perceived as having the most negligible impact. Furthermore, positive relationships were observed among students’ beliefs, strategies, and attributions.
Keywords: English language learning beliefs, language learning strategies, attribution, Chinese vocational students, EFL context
DOI: https://doi.org/10.5861/ijrsll.2024.023
Cite this article:
Zhang, J. (2024). Language learning beliefs, strategies, and attribution: A study of Chinese vocational students’ in an EFL context. International Journal of Research Studies in Language Learning, 10(2), 147-156. https://doi.org/10.5861/ijrsll.2024.023