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Taiwanese senior high school student...

Huang, Shenghui Cindy.

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Taiwanese senior high school students' EFL learning: Focus on learning strategies and learning beliefs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Taiwanese senior high school students' EFL learning: Focus on learning strategies and learning beliefs./
Author:	Huang, Shenghui Cindy.
Description:	271 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 7800.
Contained By:	Dissertation Abstracts International58-03A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9727936
ISBN:	9780591370997

Taiwanese senior high school students' EFL learning: Focus on learning strategies and learning beliefs.
Huang, Shenghui Cindy.

Taiwanese senior high school students' EFL learning: Focus on learning strategies and learning beliefs. - 271 p.

Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 7800.

Thesis (Ph.D.)--Indiana University, 1997.

The present study investigated Taiwanese senior high school students' EFL (English as a foreign language) learning strategies and learning beliefs using both quantitative and qualitative research methods. Questionnaires were circulated to three hundred senior high school students in one Taiwanese high school. A random sample of 30 students and all of the students' English teachers were interviewed. The purpose of this study was to determine the participants' EFL learning beliefs and learning strategy use, to determine any background factors related to these general tendencies, as well as to examine the relation between students' learning beliefs and their use of various learning strategies. The results suggest that students do not use many learning strategies and are not aware of the variety of strategies that will help them learn a foreign language. Furthermore, there is a significant gap between the students' concept of an ideal EFL learning situation and the actual learning situations in their schools. Results summarize the background factors that influence students' English learning beliefs and learning strategy use, as well the factors that affect students' learning motivations. Finally, the study summarizes the problems described by students as they are learning English. Suggestions for EFL teachers, educators, and further research are discussed at the end of the study.

ISBN: 9780591370997Subjects--Topical Terms:

532624
Language arts.

Taiwanese senior high school students' EFL learning: Focus on learning strategies and learning beliefs.
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100 1 $a Huang, Shenghui Cindy. $3 3184617
245 1 0 $a Taiwanese senior high school students' EFL learning: Focus on learning strategies and learning beliefs.
300 $a 271 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 7800.
500 $a Adviser: Roger Farr.
502 $a Thesis (Ph.D.)--Indiana University, 1997.
520 $a The present study investigated Taiwanese senior high school students' EFL (English as a foreign language) learning strategies and learning beliefs using both quantitative and qualitative research methods. Questionnaires were circulated to three hundred senior high school students in one Taiwanese high school. A random sample of 30 students and all of the students' English teachers were interviewed. The purpose of this study was to determine the participants' EFL learning beliefs and learning strategy use, to determine any background factors related to these general tendencies, as well as to examine the relation between students' learning beliefs and their use of various learning strategies. The results suggest that students do not use many learning strategies and are not aware of the variety of strategies that will help them learn a foreign language. Furthermore, there is a significant gap between the students' concept of an ideal EFL learning situation and the actual learning situations in their schools. Results summarize the background factors that influence students' English learning beliefs and learning strategy use, as well the factors that affect students' learning motivations. Finally, the study summarizes the problems described by students as they are learning English. Suggestions for EFL teachers, educators, and further research are discussed at the end of the study.
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