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Upper Secondary Students’ Beliefs About Learning English as a Foreign Language: A contrast between the students’ beliefs and the Swedish curriculum
Dalarna University, School of Humanities and Media Studies, English.
2016 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Learning English as a foreign language (EFL) entails different factors. Language learners use different strategies in order to make their language acquisition successful. Motivation and self-regulated learning are other factors that influence how successful the EFL learner is. This paper aims to analyze the beliefs of upper secondary students in a Swedish school about learning EFL, as well as how their beliefs relate to what is specified in the Swedish curriculum. An analysis of the differences between students’ beliefs and what is stated in the curriculum was done. A survey was conducted on a total of 54 students who were enrolled in the social sciences program. The results showed that students believed that motivation and self-regulated learning were important factors for a successful learning. For them, the language skill of reception is more important than production, which does not correspond with what it is stated in the national curriculum. First and second year students’ beliefs were similar in most of the cases, but not all of them.

Place, publisher, year, edition, pages
2016.
Keyword [en]
EFL students’ beliefs, foreign language acquisition, English in the Swedish curriculum, language learning success, the good language learner, motivation, self-regulation.
National Category
Specific Languages
Identifiers
URN: urn:nbn:se:du-23056OAI: oai:DiVA.org:du-23056DiVA: diva2:967641
Available from: 2016-09-09 Created: 2016-09-09

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