Publisher of Iranian Journals and Conference Proceedings

Please waite ..
Publisher of Iranian Journals and Conference Proceedings
Login |Register |Help |عضویت کتابخانه ها
Paper
Title

A Qualitative Investigation of Language Learners’ Epistemological Beliefs: Core Dimensions and Development in Focus

Year: 1400
COI: JR_ILT-10-2_003
Language: EnglishView: 21
This Paper With 33 Page And PDF Format Ready To Download

Buy and Download

با استفاده از پرداخت اینترنتی بسیار سریع و ساده می توانید اصل این Paper را که دارای 33 صفحه است به صورت فایل PDF در اختیار داشته باشید.
آدرس ایمیل خود را در کادر زیر وارد نمایید:

Authors

معصومه رحمانی - PhD Candidate of TEFL, Islamic Azad University, South Tehran Branch, Tehran, Iran
مرضیه باقرکاظمی - Assistant Professor of TEFL, Islamic Azad University, South Tehran Branch, Tehran, Iran
علیرضا عامری - Assistant Professor of TEFL, Islamic Azad University, South Tehran Branch, Tehran, Iran

Abstract:

Language Learners’ epistemological beliefs (LLEBs), as their conceptions about the nature of L۲ knowledge and L۲ knowing, are among the determinants of the route and the outcome of language learning; however, research into their dimensional and developmental nature is at the premium. This qualitative study was designed to (a) unravel the dimensions of LLEBs, and (b) delineate data-driven dimension-specific developmental patterns. Following “maximum variation” sampling, data obtained in ۳۰ one-to-one semi-structured oral interviews were subjected to directed qualitative content analysis to detect utterances related to L۲ knowledge and knowing conceptions. Seventeen themes each reflecting beliefs about one of epistemological beliefs’ core dimensions (i.e., knowledge certainty: N=۴; simplicity: N=۴; source: N=۵; and justification: N=۴) were extracted, and inter-coder agreement ensured. In the second phase, data obtained in three separate focus-group interviews from another ۱۸-member sample selected via “critical case sampling” were analyzed to sketch differential dimension-related beliefs, if any, and sketch possible developmental paths. The results showed clear distinctions across the three sub-samples in terms of all the ۱۷ LLEBs’ themes extracted in phase ۱, roughly reflecting Baxter Magolda’s (۱۹۹۲) four-point epistemological development continuum from “absolute knowing” through “transitional knowing” and “independent knowing” to “contextual knowing.” The findings indicate the dimensionality and developmental nature of LLEBs, and the alignment of LLEBs with research on domain-general epistemology.

Keywords:

Paper COI Code

This Paper COI Code is JR_ILT-10-2_003. Also You can use the following address to link to this article. This link is permanent and is used as an article registration confirmation in the Civilica reference:

https://civilica.com/doc/1434752/

How to Cite to This Paper:

If you want to refer to this Paper in your research work, you can simply use the following phrase in the resources section:
رحمانی, معصومه and باقرکاظمی, مرضیه and عامری, علیرضا,1400,A Qualitative Investigation of Language Learners’ Epistemological Beliefs: Core Dimensions and Development in Focus,https://civilica.com/doc/1434752

Research Info Management

Certificate | Report | من نویسنده این مقاله هستم

اطلاعات استنادی این Paper را به نرم افزارهای مدیریت اطلاعات علمی و استنادی ارسال نمایید و در تحقیقات خود از آن استفاده نمایید.

Scientometrics

The specifications of the publisher center of this Paper are as follows:
Type of center: Azad University
Paper count: 12,152
In the scientometrics section of CIVILICA, you can see the scientific ranking of the Iranian academic and research centers based on the statistics of indexed articles.

Share this page

More information about COI

COI stands for "CIVILICA Object Identifier". COI is the unique code assigned to articles of Iranian conferences and journals when indexing on the CIVILICA citation database.

The COI is the national code of documents indexed in CIVILICA and is a unique and permanent code. it can always be cited and tracked and assumed as registration confirmation ID.

Support