A First Grade Chinese Student's Self-Efficacy Beliefs about Learning English in American Classrooms and a Chinese Community

Autor/in	Wang, Chuang
Titel	A First Grade Chinese Student's Self-Efficacy Beliefs about Learning English in American Classrooms and a Chinese Community
Quelle	In: Multicultural Learning and Teaching, 2 (2007) 2, S.14-28 (15 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.2202/2161-2412.1019
Schlagwörter	Grade 1; Elementary School Students; Self Efficacy; Student Attitudes; English Language Learners; Case Studies; Interviews; Comparative Analysis; Learning Processes; Ethnography; Urban Schools; Immigrants; Video Technology; Chinese; Asians; Participant Observation + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Learning process; Lernprozess; Ethnografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Immigrant; Immigrantin; Immigranten; China; Chinesen; Asian; Asiat; Asiatin; Asiaten; Asiate; Teilnehmende Beobachtung
Abstract	Through a single case study and from the interpretive paradigm, the author described a first-grade student?s self-efficacy beliefs about learning English in various English language learning tasks and across school-based and home-based contexts. The student came from China and had been living in a Chinese community in the United States for one year when this study started. Data were collected from interviews, observations, reading and writing think-aloud protocols, and student documents over eight months. Constant comparison method was used to analyze the data during the iterative process of comparing and contrasting themes and concepts. The participant?s self-efficacy beliefs were found to be malleable and task-specific. He reported higher self- efficacy to complete listening and speaking language activities than reading and writing activities. His self- efficacy beliefs were associated with his familiarly with the content area, self-perceptions of English proficiency level, the task difficulty level, interests, attitude toward the English language and the English speaking community, and the social and cultural context. This descriptive study provided some insight into how to understand a young language learner?s perceived self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01