The dynamics of an EFL learner’s speaking selfconcept: Insights from self-reported accounts and classroom observation data
This case study explores the dynamics of the English as a Foreign Language (EFL) speaking self-concept of a female university student. The study focuses on the participant’s internal and external frames of reference ( MERCER, 2011b) to analyze how her EFL speaking self-concept has been constructed t...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat de Lleida (UdL) |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:repositori.udl.cat:10459.1/464788 |
| Acceso en línea: | https://doi.org/10.1590/1984-6398202318268 https://hdl.handle.net/10459.1/464788 |
| Access Level: | acceso abierto |
| Palabra clave: | Self-concept Learner’s beliefs Learner’s emotions Communicative language teaching Foreign language speaking |
| Sumario: | This case study explores the dynamics of the English as a Foreign Language (EFL) speaking self-concept of a female university student. The study focuses on the participant’s internal and external frames of reference ( MERCER, 2011b) to analyze how her EFL speaking self-concept has been constructed throughout her years of English language instruction, and how it is re-constructed and developed in the current course. Findings show that such self-concept originates from beliefs systems, emotions, learner characteristics, previous English language learning context/method, critical experiences and experiences of success/failure using the oral language. Results indicate that critical positive experiences and perceived experiences of success appear to influence positively the learner’s self-efficacy beliefs and emotional experiences about the oral task. |
|---|