Abstract

This study attempted to investigate Egyptian learners and teachers beliefs about learning English as a foreign language. Research questions focused on exploring beliefs about three factors that contribute to successful language learning. These factors were the process of language learning, the role of the EFL teacher and the role of negative feedback. In addition, this study aimed at examining the relationship between beliefs and learners' proficiency level. It also attempted to highlight the extent to which learners' and teachers' beliefs were similar or different.

The study included thirty-four teachers and one hundred eighty three students. Students represented different levels of proficiency ranging from novice to advanced. The data collection instrument was a questionnaire that was devised to explore beliefs about the three factors examined. Data analysis procedures included both descriptive and qualitative measures. Statistical analysis included calculating percent of agreement and standard deviation. Cluster analysis was the type of qualitative measure used. Together, these two measures indicated the strength of respondents' beliefs as well as how these beliefs were structured. Results of the study showed that, with regard to adult language learning in Egypt, EFL learners and teachers are not very hopeful about the possible future outcomes of this process. Both groups also believed that learning a lot of vocabulary items was the most significant component of learning a foreign language. In addition, students and teachers perceived the EFL teacher as the person who is responsible for encouraging learners to speak even if they make mistakes.

Areas of difference included learners' belief that teachers should use Arabic to facilitate learning. Contrary to students' perceptions, teachers believed that the language teacher should not correct all learners' errors. It was also interesting to note that teachers did not have strong beliefs about either teacher feedback or peer feedback. Surprisingly, Egyptian students believed that peer feedback is most useful for them, whereas teacher feedback can help them more than feedback from anyone else.

School

School of Humanities and Social Sciences

Date of Award

2-1-2003

Online Submission Date

1-1-2002

First Advisor

Amira Agameya

Committee Member 1

Amira Agameya

Committee Member 2

Yehia El Ezabi

Committee Member 3

Rusanne Hozayin

Document Type

Thesis

Extent

105 leaves

Library of Congress Subject Heading 1

English language

Library of Congress Subject Heading 3

Borges, Jorge Luis,

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Call Number

Thesis 2002/4

Location

mmbk

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