The Language Learning Beliefs of Self-identified, Successful Learners of Spanish as a Foreign Language
Bibliographic record
Abstract
This paper reports on a case study designed to gain insight into the language learning beliefs (LLBs) of eight, self-identified, successful learners of Spanish as a foreign language at a Canadian university. Data collection included an online asynchronous discussion and individual online interviews together with online administration of the Beliefs About Language Learning Inventory (BALLI). Cross-case analyses of LLBs revealed that participants associated success with their ability to create bonds with the target culture. They emphasised developing language strategies as they relate to social purposes, placing emphasis on the social and affective component of learning Spanish, and on learning Spanish in out-of-classroom, authentic contexts. Implications include the value of developing learners’ L2 learning social strategies in addition to cognitive ones and the value of promoting opportunities for learners to participate in social events in relation to the target language culture. Cette étude de cas donne un aperçu sur les croyances en apprentissage de langues étrangères (CALE) de huit apprenants d’espagnol dans une université canadienne. Ces apprenants s’identifient eux-mêmes comme étant de bons étudiants. La collecte d’informations s’est réalisée grâce à des discussions asynchrones et à des interviews individuels en ligne basés sur l’Inventaire des Croyances sur l’Apprentissage de Langues (ICAL). Les analyses de cas croisées des CALE ont révélés que les participants associaient leur succès à leur capacité à créer des liens avec la culture cible. Ils mettent l’accent sur le fait qu’ils développent des stratégies d’apprentissage en relation avec des buts sociaux, tout en insistant sur la composante sociale et affective de l’apprentissage de l’espagnol et sur le fait qu’ils apprennent également l’espagnol en dehors de la salle de cours, c'est-à-dire dans des contextes authentiques. Les résultats montrent donc l’importance de développer non seulement les stratégies cognitives mais aussi les stratégies sociales des apprenants. Il est également indispensable d’augmenter les différentes possibilités de participation à des évènements sociaux en relation avec la langue et la culture cibles pour nos étudiants.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".