Abstract
This mixed-method research study delves into the intricate relationship between learner beliefs, learning strategy utilization, and the academic achievement of two English language students at a rural university campus in southern Costa Rica. The research investigates the connection between learner beliefs, learning language strategies, and academic achievement recognizing the significance of individual learner differences to unravel how preconceived beliefs and expectations may influence student success. Data were collected through one interview, two questionnaires, and artifact collection. The findings underscore the critical role of addressing learner beliefs and expectations in language learning. The study advocates for a “deconditioning” stage in language programs, where students can express their beliefs, fears, motivations, and expectations. The need for educators to approach learner beliefs strategically is emphasized, recognizing their potential impact on both the process and product of language learning in the early stages of learning and the correlation between instrumental motivation and effective learning strategies. While recognizing the limitations of studying individual factors in isolation, this study suggests that an in-depth analysis of learner beliefs and strategies offers insights into the complex essence of the learner. The researcher concludes with a call for positive instructional practices and realistic classroom expectations to counter misleading beliefs, maximize learning strategy use, and ultimately foster a hopeful perspective for every learner, even in the face of inhibitory individual factors.
Presenters
Cinthya OlivaresStudent, Ed.D Program in TESOL, Anaheim University, California, Costa Rica
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Individual Learning Differences, Academic Achievement, EFL
