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...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2023 |
| Country: | España |
| Institution: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repository: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/464788 |
| Online Access: | https://doi.org/10.1590/1984-6398202318268 https://hdl.handle.net/10459.1/464788 |
| Access Level: | Open access |
| Keyword: | Self-concept Learner’s beliefs Learner’s emotions Communicative language teaching Foreign language speaking |
| Summary: | 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. |
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