The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula

Detalhes bibliográficos
Autor(a) principal: Diert-Boté, Irati
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18268
Resumo: Abstract: 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.Keywords: self-concept; learner’s beliefs; learner’s emotions; communicative language teaching; foreign language speaking.Resumo: Este estudo de caso explora a dinâmica do autoconceito da fala de Inglês como Língua Estrangeira (ILE) de uma estudante universitária. O estudo enfoca os quadros de referência interno e externo do participante (MERCER, 2011b) para analisar como seu autoconceito de fala de ILE foi construído ao longo de seus anos de ensino da língua inglesa, e como ele é reconstruído e desenvolvido no curso atual. Os resultados mostram que tal autoconceito origina-se de sistemas de crenças, emoções, características do aluno, contexto método de aprendizagem anterior da língua inglesa, experiências críticas e experiências de sucesso/fracasso usando a linguagem oral. Os resultados indicam que as experiências críticas positivas e as experiências percebidas de sucesso parecem influenciar positivamente as crenças de autoeficácia do aluno e as experiências emocionais sobre a tarefa oral.Palavras-chave: autoconceito; crenças do aluno; emoções do aluno; ensino comunicativo de línguas; produção oral em língua estrangeira.
id UFMG-7_d3719ed01f9cbcea2d5b6abefe25b1e6
oai_identifier_str oai:periodicos.letras.ufmg.br:article/18268
network_acronym_str UFMG-7
network_name_str Revista Brasileira de Lingüística Aplicada (Online)
repository_id_str
spelling The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aulaself-concept; learner’s beliefs; learner’s emotions; communicative language teaching; foreign language speaking; autoconceito; crenças do aluno; emoções do aluno; ensino comunicativo de línguas; produção oral em língua estrangeiraAbstract: 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.Keywords: self-concept; learner’s beliefs; learner’s emotions; communicative language teaching; foreign language speaking.Resumo: Este estudo de caso explora a dinâmica do autoconceito da fala de Inglês como Língua Estrangeira (ILE) de uma estudante universitária. O estudo enfoca os quadros de referência interno e externo do participante (MERCER, 2011b) para analisar como seu autoconceito de fala de ILE foi construído ao longo de seus anos de ensino da língua inglesa, e como ele é reconstruído e desenvolvido no curso atual. Os resultados mostram que tal autoconceito origina-se de sistemas de crenças, emoções, características do aluno, contexto método de aprendizagem anterior da língua inglesa, experiências críticas e experiências de sucesso/fracasso usando a linguagem oral. Os resultados indicam que as experiências críticas positivas e as experiências percebidas de sucesso parecem influenciar positivamente as crenças de autoeficácia do aluno e as experiências emocionais sobre a tarefa oral.Palavras-chave: autoconceito; crenças do aluno; emoções do aluno; ensino comunicativo de línguas; produção oral em língua estrangeira.Faculdade de Letras - Universidade Federal de Minas GeraisMinistry of Economy and Competitiveness (MINECO) [grant FFI2015-67769P]the Ministry of Science, Innovation and Universities (MICIU) [grant PID2019-107451GB-I00]and Agència de Gestió d'Ajuts Universitaris (AGAUR) [grant 2017 SGR 15]Diert-Boté, Irati2023-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18268Revista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística AplicadaRevista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística AplicadaRevista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística Aplicada1984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18268/1125614838http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/18268/2962/*ref*/ARAGÃO, R. Beliefs and emotions in foreign language learning. System, v. 39, n. 3, p. 302-313, 2011. https://doi.org/10.1016/j.system.2011.07.003/*ref*/ARENS, A. K.; JANSEN, M. Self-concepts in reading, writing, listening, and speaking: A multidimensional and hierarchical structure and its generalizability across native and foreign languages. Journal of Educational Psychology, v. 108, n. 5, p. 646-664, 2016. https://doi.org/10.1037/edu0000081/*ref*/ARNOLD, J. Self-concept and the affective domain in language learning. In: RUBIO, F. D (Ed). Self-esteem and Foreign Language Learning. Newcastle: Cambridge Scholar Publishing, 2007, p. 13-29./*ref*/ARNOLD, J.; BROWN, H. D. A map of the terrain. In: ARNOLD, J. (Ed.). Affect in Language Learning. Cambridge: Cambridge University Press, 1999, p. 1-24./*ref*/ASENDORPF, J. B. Editorial: The puzzle of personality types. European Journal of Personality, v. 16, p. S1-S5, 2002. https://doi.org/10.1002/per.446/*ref*/BARCELOS, A. M. F. Understanding teachers’ and students’ language learning beliefs in experience: A Deweyan approach, 2000. 357 p. Thesis (Doctor in Philosophy in the area of Teacher Education) – College of Education, University of Alabama, Tuscaloosa./*ref*/BARCELOS, A. M. F. Unveiling the relationship between language learning beliefs, emotions and identities. SSLLT, v. 5, n. 2, p. 301-325, 2015. https://doi.org/10.14746/ssllt.2015.5.2.6/*ref*/BARRETT, L. F. How Emotions are made: The secret life of the brain. New York: Houghton Mifflin Harcourt, 2017. 449p./*ref*/BAUMEISTER, R. F. Self-concept, self-esteem, and identity. In: DERLEGA, V. J.; WINSTEAD, B. A.; JONES, W. H. (Ed.). Nelson-Hall series in psychology. Personality: Contemporary theory and research. Chicago: Nelson-Hall Publishers, 1999, p. 339-375./*ref*/BAUMGARDNER, A. H. To know oneself is to like oneself: Self-certainty and self-affect. Journal of Personality and Social Psychology, v. 58, n. 6, p. 1062-1072, 1990. https://doi.org/10.1037/0022-3514.58.6.1062/*ref*/BONG, M.; SKAALVIK, E. M. Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, v. 15, n. 1, p. 1-40, 2003. https://doi.org/10.1023/A:1021302408382/*ref*/BURNETT, P. C., PILLAY, H.; DART, B. C. The influences of conceptions of learning and learner self-concept on high school students’ approaches to learning. School Psychology International, v. 24, n. 1, p. 54-66, 2003. https://doi.org/10.1177/0143034303024001621/*ref*/CORBIN, J.; STRAUSS, A. (Ed.). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage, 2015. 456p. https://dx.doi.org/10.4135/9781452230153/*ref*/CSIZÉR, K.; MAGID, M. (Ed.). The Impact of Self-Concept on Language Learning. Bristol: Multilingual Matters, 2014. 424p. https://doi.org/10.21832/9781783092383/*ref*/DEWAELE, J. M.; MACINTYRE, P. D. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. SSLLT, v. 4, n. 2, p. 237-274, 2014. https://doi.org/10.14746/ssllt.2014.4.2.5/*ref*/DEWAELE, J.-M.; WITNEY, J.; SAITO, K.; DEWAELE, L. Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, v. 22, n. 6, p. 676-697, 2018. https://doi.org/10.1177/1362168817692161/*ref*/DIERT-BOTÉ, I.; MARTIN-RUBIÓ, X. Learning English in Catalonia: Beliefs and emotions through small stories and iterativity. Narrative Inquiry, v. 28, n. 1, p. 56-74, 2018. https://doi.org/10.1075/ni.17029.die/*ref*/DIERT-BOTÉ, I.; MARTIN-RUBIÓ, X. A comparison of two lecturers in an EMI context: The interplay between language proficiency and self-concept in the classroom. In: MAVROU, I; PÉREZ SERRANO, M; DEWAELE, J.-M. (Ed). Recent advances in second language emotion research. Cizur Menor: Civitas Aranzadi Thomson, 2022, p. 271-294. https://doi.org/10.32029/2605-4655.10.01.2022/*ref*/DÖRNYEI, Z. The L2 motivational self system. In: DÖRNYEI, Z.; USHIODA, E. (Ed.), Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 2009, p. 9-42. https://doi.org/10.21832/9781847691293-003/*ref*/DÖRNYEI, Z. The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In: MACARO, E. (Ed.) Continuum Companion to Second Language Acquisition. London: Continuum, 2010, p. 247-267. https://doi.org/10.5040/9781474212397.ch-009/*ref*/DÖRNYEI, Z.; USHIODA, E. (Ed). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 2009. 376p. https://doi.org/10.21832/9781847691293/*ref*/ECCLES, J. Expectancies, values, and academic behaviors. In: SPENCE, J. T. (Ed.), Achievement and achievement motives: Psychological and sociological approaches. San Francisco: W. H. Freeman, 1983, p. 75-146./*ref*/ECCLES, J. S.; WIGFIELD, A. Motivational beliefs, values, and goals. Annual Review of Psychology, v. 53, n. 1, p. 109-132, 2002. https://doi.org/10.1146/annurev.psych.53.100901.135153/*ref*/ELLIOTT, J. Using narrative in social research: Qualitative and quantitative approaches. Thousand Oaks: Sage, 2005. 232p. https://dx.doi.org/10.4135/9780857020246/*ref*/FLICK, U. Triangulation in data collection. In: FLICK, U. (Ed.), The SAGE handbook of qualitative data collection. London: Sage, 2018, p. 527-544. https://dx.doi.org/10.4135/9781526416070/*ref*/FLYVBJERG, B. Five misunderstandings about case-study research. Qualitative inquiry, v. 12, n. 2, p. 219-245, 2006. https://doi.org/10.1177/1077800405284363/*ref*/HABIB ZADE, M.; HASHEMI, A. Self-esteem, willingness to communicate, and oral production: The case study of Iranian intermediate EFL students. International Journal of Language and Linguistics, v. 2, n. 4, p. 290-294, 2014. https://doi.org/10.11648/j.ijll.20140204.17/*ref*/HARTER, S. The self. In: EISENBERG, N.; DAMON, W.; LERNER, R. M. (Eds.) Handbook of child psychology, social, emotional, and personality development. Hoboken: John Wiley & Sons Inc., 2006, p. 505-570. https://doi.org/10.1002/9780470147658.chpsy0309/*ref*/HEWITT, E.; STEPHENSON, J. Foreign language anxiety and oral exam performance: A replication of Phillips’s MLJ study. The Modern Language Journal, v. 96, n. 2, p. 170-189, 2012. https://doi.org/10.1111/j.1540-4781.2011.01174.x/*ref*/HORWITZ, E. K.; HORWITZ, M. B.; COPE, J. Foreign language classroom anxiety. The Modern Language Journal, v. 70, n. 2, p. 125-132, 1986. https://doi.org/10.2307/327317/*ref*/KALAJA, P.; BARCELOS, A.M.F. (Eds.). Beliefs About SLA: New Research Approaches. New York: Springer, 2003. 249p. https://doi.org/10.1007/978-1-4020-4751-0/*ref*/KANG, S.-J. Dynamic emergence of situational willingness to communicate in a second language. System, v. 33, n. 2, p. 277–292, 2005. https://doi.org/10.1016/j.system.2004.10.004/*ref*/LARSEN-FREEMAN, D.; CAMERON, L. Complex systems and applied linguistics. Oxford: Oxford University Press, 2008. 304p./*ref*/LAU, I. C.; YEUNG, A. S.; JIN, P.; LOW, R. Toward a hierarchical, multidimensional English self-concept. Journal of Educational Psychology, v. 91, n. 4, p. 747-755, 1999. https://doi.org/10.1037/0022-0663.91.4.747/*ref*/LIU, H. J. The relationship between EFL student academic self-concept and language performance. Feng Chia Journal of Humanities and Social Sciences, v. 17, p. 165-184, 2008./*ref*/LIU, M.; JACKSON, J. An exploration of Chinese English foreign language learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, v. 92, n. 1, p. 71-86, 2008. https://doi.org/10.1111/j.1540-4781.2008.00687.x/*ref*/LUCK, L.; JACKSON, D.; USHER, K. Case study: A bridge across the paradigms. Nursing Inquiry, v. 13, n. 2, p. 103-109, 2006. https://doi.org/10.1111/j.1440-1800.2006.00309.x/*ref*/LYONS, D. The L2 self-Concept in second language learning. In: CSIZÉR, K; MAGID, M. (Ed.) The impact of self-Concept on language learning. Bristol, UK: Multilingual Matters, p. 108-130, 2014. https://doi.org/10.21832/9781783092383-008/*ref*/MACINTYRE, P. D.; GREGERSEN, T.; MERCER, S. (Ed.). Positive psychology in SLA. Bristol: Multilingual Matters, 2016. 788p. https://doi.org/10.21832/9781783095360/*ref*/MACINTYRE, P. D.; SERROUL, A. Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance. In: DÖRNYEI, Z.; MACINTYRE, P.; HENRY, A. (Ed.). Motivational dynamics in language learning. Bristol: Multilingual Matters, 2014, p. 109-138. https://doi.org/10.21832/9781783092574-013/*ref*/MARKUS, H. R.; NURIUS, P. Possible selves. American Psychologist, v. 41, n. 9, p. 954-969, 1986. https://doi.org/10.1037/0003-066X.41.9.954/*ref*/MARKUS, H. R.; WURF, E. The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, v. 38, n. 1, p. 299-337, 1987. https://doi.org/10.1146/annurev.ps.38.020187.001503/*ref*/MARSH, H. W. Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, v. 23, n. 1, p. 129-149, 1986. https://doi.org/10.3102/00028312023001129/*ref*/MARSH, H. W.; CRAVEN R. G. Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, v. 1, n. 2, p. 133-163, 2006. https://doi.org/10.1111/j.1745-6916.2006.00010/*ref*/MARSH, H. W.; MARTIN, A. J. Academic self‐concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, v. 81, n. 1, p. 59-77, 2011. https://doi.org/10.1348/000709910X503501/*ref*/MARSH, H. W.; PEKRUN, R.; PARKER, P. D.; MURUYAMA, K.; GUO, J.; DICKE, T.; ARENS, A. K. The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, v. 111, n. 2, p. 331-353, 2019. https://doi.org/10.1037/edu0000281/*ref*/MARSH, H. W.; SHAVELSON, R. Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, v. 20, n. 3, p. 107-123, 1985. https://doi.org/10.1207/s15326985ep2003_1/*ref*/MERCER, S. The self as a complex dynamic system. SSLLT, v. 1, n. 1, p. 57-82, 2011a./*ref*/MERCER, S. Towards an understanding of language learner self-concept. Dordrecht: Springer, 2011b. 220p. https://doi.org/10.14746/ssllt.2011.1.1.4/*ref*/MERCER, S. Language learner self-concept: Complexity, continuity and change. System, v. 39, n. 3, p. 335-346, 2011c. https://doi.org/10.1016/j.system.2011.07.006/*ref*/MERCER, S. The dynamic nature of a tertiary learner’s foreign language self-concepts. In: PAWLAK, M. (Ed.). New Perspectives on Individual Differences in Language Learning and Teaching. Berlin: Springer, p. 201-215, 2012. https://doi.org/10.1007/978-3-642-20850-8_13/*ref*/MERCER, S. Dynamics of the self: a multilevel nested systems approach. In: Z. DÖRNYEI, Z.; MACINTYRE, P. D.; ALASTAIR, H. (Ed.). Motivational Dynamics in Language Learning. Bristol: Multilingual Matters, 2015, p. 139-163. https://doi.org/10.21832/9781783092574-014/*ref*/MERCER, S.; WILLIAMS, M. (Eds.). Multiple Perspectives on the Self in SLA. Bristol: Multilingual Matters, 2014. 200p. https://doi.org/10.21832/9781783091362/*ref*/NORRIS, S. Analyzing multimodal interaction: A methodological framework. New York: Routledge, 2004. 192p. https://doi.org/10.4324/9780203379493/*ref*/NORTON PEIRCE, B. Social identity, investment, and language learning. TESOL Quarterly, v. 29, n. 1, p. 9-31, 1995. https://doi.org/10.2307/3587803/*ref*/NOWAK, A.; VALLACHER, R. R.; ZOCHOWSKI, M. The emergence of personality: Dynamic foundations of individual variation. Developmental Review, v. 25, n. 3-4, p. 351-385, 2005. https://doi.org/10.1016/j.dr.2005.10.004/*ref*/PAJARES, F.; SCHUNK, D.H. Self-efficacy and self-concept beliefs: Jointly contributing to the quality of human life. In: MARSH, H.W.; CRAVEN, R.G.; MCINERNEY, D.M. International advances in self research. Greenwich, Connecticut: Information Age Publishing, 2005, p. 95-121./*ref*/PEASE, A.; PEASE, B. The definitive book of body language: How to read other’s thoughts by their gestures. Buderim: Pease International, 2004. 416p./*ref*/PEKRUN, R. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, v. 18, n. 4, p. 315-341, 2006. https://doi.org/10.1007/s10648-006-9029-9/*ref*/RUBIO, F. D. Self-esteem and self-concept in foreign language learning. In: MERCER, S.; WILLIAMS, M. (Ed.). Multiple perspectives on the self in SLA. Bristol: Multilingual Matters, 2014, p. 41-58. https://doi.org/10.21832/9781783091362-005/*ref*/SALDAÑA, J. Longitudinal qualitative research: Analyzing change through time. Walnut Creek: AltaMira Press, 2003. 212p https://doi.org/10.1177/009430610403300372/*ref*/SALDAÑA, J. The coding manual of qualitative researchers. London: Sage, 2015. 223p./*ref*/SAVIGNON, S. J. Interpreting communicative language teaching: Contexts and concerns in teacher education. New Haven: Yale University Press, 2002. 256p./*ref*/SHAPKA, J. D.; KEATING, D. P. Structure and change in self-concept during adolescence. Canadian Journal of Behavioural Science, v. 37, n. 2, p. 83-96, 2005. https://doi.org/10.1037/h0087247/*ref*/SHAVELSON, R. J.; HUBNER, J. J.; STANTON, G. C. Self-concept: Validation of construct interpretations. Review of Educational Research, v. 46, n. 3, p. 407-441, 1976. https://doi.org/10.2307/1170010/*ref*/USHIODA, E. A person-in-context relational view of emergent motivation, self and identity. In: DÖRNYEI, Z.; USHIODA, E. (Eds.) Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 2009, p. 215-228. https://doi.org/10.21832/9781847691293-012/*ref*/VAN LIER, L. The ecology and semiotics of language learning: A socio-cultural perspective. Norwell: Kluwer Academic Publishers, 2004./*ref*/WADDINGTON, J. Developing primary school students’ foreign language learner self-concept. System, v. 82, n. 5, p. 39-49, 2019. https://doi.org/10.1016/j.system.2019.02.012/*ref*/WALKER, C. A study of self-concept in reading in a second or foreign language in an academic context. System, v. 49, p. 73-85, 2015. https://doi.org/10.1016/j.system.2015.01.001/*ref*/WAN, Z. Participant selection and access in case study research. In: TSANG, K. K.; LIU, D.; HONG, Y. (Ed.). Challenges and opportunities in qualitative research, Singapore: Springer, 2019, p. 47-61. https://doi.org/10.1007/978-981-13-5811-1_5/*ref*/WILLIAMS, M.; MERCER, S.; RYAN, S. Exploring psychology in language learning and teaching. Oxford: Oxford University Press, 2015. 184p./*ref*/YASHIMA, T. Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, v. 86, n. 1, p. 54-66, 2002. https://doi.org/10.1111/1540-4781.00136/*ref*/YEUNG, A. S.; WONG, E. K. P. Domain specificity of trilingual teachers’ verbal self-concepts. Journal of Educational Psychology, v. 96, n. 2, p. 360-368, 2004. https://doi.org/10.1037/0022-0663.96.2.360/*ref*/YOSHIDA, R. Learners’ self-concept and use of the target language in foreign language classrooms. System, v. 41, n. 4, p. 935-951, 2013. https://doi.org/10.1016/j.system.2013.09.003Copyright (c) 2023 Irati Diert-Botéhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2023-10-30T19:34:23Zoai:periodicos.letras.ufmg.br:article/18268Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2023-10-30T19:34:23Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula
title The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula
spellingShingle The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula
Diert-Boté, Irati
self-concept; learner’s beliefs; learner’s emotions; communicative language teaching; foreign language speaking; autoconceito; crenças do aluno; emoções do aluno; ensino comunicativo de línguas; produção oral em língua estrangeira
title_short The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula
title_full The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula
title_fullStr The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula
title_full_unstemmed The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula
title_sort The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data / A dinâmica do autoconceito da fala de um aluno de EFL: percepções a partir de experiências auto-relatadas e dados de observação em sala de aula
author Diert-Boté, Irati
author_facet Diert-Boté, Irati
author_role author
dc.contributor.none.fl_str_mv Ministry of Economy and Competitiveness (MINECO) [grant FFI2015-67769P]
the Ministry of Science, Innovation and Universities (MICIU) [grant PID2019-107451GB-I00]
and Agència de Gestió d'Ajuts Universitaris (AGAUR) [grant 2017 SGR 15]
dc.contributor.author.fl_str_mv Diert-Boté, Irati
dc.subject.por.fl_str_mv self-concept; learner’s beliefs; learner’s emotions; communicative language teaching; foreign language speaking; autoconceito; crenças do aluno; emoções do aluno; ensino comunicativo de línguas; produção oral em língua estrangeira
topic self-concept; learner’s beliefs; learner’s emotions; communicative language teaching; foreign language speaking; autoconceito; crenças do aluno; emoções do aluno; ensino comunicativo de línguas; produção oral em língua estrangeira
description Abstract: 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.Keywords: self-concept; learner’s beliefs; learner’s emotions; communicative language teaching; foreign language speaking.Resumo: Este estudo de caso explora a dinâmica do autoconceito da fala de Inglês como Língua Estrangeira (ILE) de uma estudante universitária. O estudo enfoca os quadros de referência interno e externo do participante (MERCER, 2011b) para analisar como seu autoconceito de fala de ILE foi construído ao longo de seus anos de ensino da língua inglesa, e como ele é reconstruído e desenvolvido no curso atual. Os resultados mostram que tal autoconceito origina-se de sistemas de crenças, emoções, características do aluno, contexto método de aprendizagem anterior da língua inglesa, experiências críticas e experiências de sucesso/fracasso usando a linguagem oral. Os resultados indicam que as experiências críticas positivas e as experiências percebidas de sucesso parecem influenciar positivamente as crenças de autoeficácia do aluno e as experiências emocionais sobre a tarefa oral.Palavras-chave: autoconceito; crenças do aluno; emoções do aluno; ensino comunicativo de línguas; produção oral em língua estrangeira.
publishDate 2023
dc.date.none.fl_str_mv 2023-10-30
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18268
url http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18268
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18268/1125614838
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/18268/2962
/*ref*/ARAGÃO, R. Beliefs and emotions in foreign language learning. System, v. 39, n. 3, p. 302-313, 2011. https://doi.org/10.1016/j.system.2011.07.003
/*ref*/ARENS, A. K.; JANSEN, M. Self-concepts in reading, writing, listening, and speaking: A multidimensional and hierarchical structure and its generalizability across native and foreign languages. Journal of Educational Psychology, v. 108, n. 5, p. 646-664, 2016. https://doi.org/10.1037/edu0000081
/*ref*/ARNOLD, J. Self-concept and the affective domain in language learning. In: RUBIO, F. D (Ed). Self-esteem and Foreign Language Learning. Newcastle: Cambridge Scholar Publishing, 2007, p. 13-29.
/*ref*/ARNOLD, J.; BROWN, H. D. A map of the terrain. In: ARNOLD, J. (Ed.). Affect in Language Learning. Cambridge: Cambridge University Press, 1999, p. 1-24.
/*ref*/ASENDORPF, J. B. Editorial: The puzzle of personality types. European Journal of Personality, v. 16, p. S1-S5, 2002. https://doi.org/10.1002/per.446
/*ref*/BARCELOS, A. M. F. Understanding teachers’ and students’ language learning beliefs in experience: A Deweyan approach, 2000. 357 p. Thesis (Doctor in Philosophy in the area of Teacher Education) – College of Education, University of Alabama, Tuscaloosa.
/*ref*/BARCELOS, A. M. F. Unveiling the relationship between language learning beliefs, emotions and identities. SSLLT, v. 5, n. 2, p. 301-325, 2015. https://doi.org/10.14746/ssllt.2015.5.2.6
/*ref*/BARRETT, L. F. How Emotions are made: The secret life of the brain. New York: Houghton Mifflin Harcourt, 2017. 449p.
/*ref*/BAUMEISTER, R. F. Self-concept, self-esteem, and identity. In: DERLEGA, V. J.; WINSTEAD, B. A.; JONES, W. H. (Ed.). Nelson-Hall series in psychology. Personality: Contemporary theory and research. Chicago: Nelson-Hall Publishers, 1999, p. 339-375.
/*ref*/BAUMGARDNER, A. H. To know oneself is to like oneself: Self-certainty and self-affect. Journal of Personality and Social Psychology, v. 58, n. 6, p. 1062-1072, 1990. https://doi.org/10.1037/0022-3514.58.6.1062
/*ref*/BONG, M.; SKAALVIK, E. M. Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, v. 15, n. 1, p. 1-40, 2003. https://doi.org/10.1023/A:1021302408382
/*ref*/BURNETT, P. C., PILLAY, H.; DART, B. C. The influences of conceptions of learning and learner self-concept on high school students’ approaches to learning. School Psychology International, v. 24, n. 1, p. 54-66, 2003. https://doi.org/10.1177/0143034303024001621
/*ref*/CORBIN, J.; STRAUSS, A. (Ed.). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage, 2015. 456p. https://dx.doi.org/10.4135/9781452230153
/*ref*/CSIZÉR, K.; MAGID, M. (Ed.). The Impact of Self-Concept on Language Learning. Bristol: Multilingual Matters, 2014. 424p. https://doi.org/10.21832/9781783092383
/*ref*/DEWAELE, J. M.; MACINTYRE, P. D. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. SSLLT, v. 4, n. 2, p. 237-274, 2014. https://doi.org/10.14746/ssllt.2014.4.2.5
/*ref*/DEWAELE, J.-M.; WITNEY, J.; SAITO, K.; DEWAELE, L. Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, v. 22, n. 6, p. 676-697, 2018. https://doi.org/10.1177/1362168817692161
/*ref*/DIERT-BOTÉ, I.; MARTIN-RUBIÓ, X. Learning English in Catalonia: Beliefs and emotions through small stories and iterativity. Narrative Inquiry, v. 28, n. 1, p. 56-74, 2018. https://doi.org/10.1075/ni.17029.die
/*ref*/DIERT-BOTÉ, I.; MARTIN-RUBIÓ, X. A comparison of two lecturers in an EMI context: The interplay between language proficiency and self-concept in the classroom. In: MAVROU, I; PÉREZ SERRANO, M; DEWAELE, J.-M. (Ed). Recent advances in second language emotion research. Cizur Menor: Civitas Aranzadi Thomson, 2022, p. 271-294. https://doi.org/10.32029/2605-4655.10.01.2022
/*ref*/DÖRNYEI, Z. The L2 motivational self system. In: DÖRNYEI, Z.; USHIODA, E. (Ed.), Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 2009, p. 9-42. https://doi.org/10.21832/9781847691293-003
/*ref*/DÖRNYEI, Z. The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In: MACARO, E. (Ed.) Continuum Companion to Second Language Acquisition. London: Continuum, 2010, p. 247-267. https://doi.org/10.5040/9781474212397.ch-009
/*ref*/DÖRNYEI, Z.; USHIODA, E. (Ed). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 2009. 376p. https://doi.org/10.21832/9781847691293
/*ref*/ECCLES, J. Expectancies, values, and academic behaviors. In: SPENCE, J. T. (Ed.), Achievement and achievement motives: Psychological and sociological approaches. San Francisco: W. H. Freeman, 1983, p. 75-146.
/*ref*/ECCLES, J. S.; WIGFIELD, A. Motivational beliefs, values, and goals. Annual Review of Psychology, v. 53, n. 1, p. 109-132, 2002. https://doi.org/10.1146/annurev.psych.53.100901.135153
/*ref*/ELLIOTT, J. Using narrative in social research: Qualitative and quantitative approaches. Thousand Oaks: Sage, 2005. 232p. https://dx.doi.org/10.4135/9780857020246
/*ref*/FLICK, U. Triangulation in data collection. In: FLICK, U. (Ed.), The SAGE handbook of qualitative data collection. London: Sage, 2018, p. 527-544. https://dx.doi.org/10.4135/9781526416070
/*ref*/FLYVBJERG, B. Five misunderstandings about case-study research. Qualitative inquiry, v. 12, n. 2, p. 219-245, 2006. https://doi.org/10.1177/1077800405284363
/*ref*/HABIB ZADE, M.; HASHEMI, A. Self-esteem, willingness to communicate, and oral production: The case study of Iranian intermediate EFL students. International Journal of Language and Linguistics, v. 2, n. 4, p. 290-294, 2014. https://doi.org/10.11648/j.ijll.20140204.17
/*ref*/HARTER, S. The self. In: EISENBERG, N.; DAMON, W.; LERNER, R. M. (Eds.) Handbook of child psychology, social, emotional, and personality development. Hoboken: John Wiley & Sons Inc., 2006, p. 505-570. https://doi.org/10.1002/9780470147658.chpsy0309
/*ref*/HEWITT, E.; STEPHENSON, J. Foreign language anxiety and oral exam performance: A replication of Phillips’s MLJ study. The Modern Language Journal, v. 96, n. 2, p. 170-189, 2012. https://doi.org/10.1111/j.1540-4781.2011.01174.x
/*ref*/HORWITZ, E. K.; HORWITZ, M. B.; COPE, J. Foreign language classroom anxiety. The Modern Language Journal, v. 70, n. 2, p. 125-132, 1986. https://doi.org/10.2307/327317
/*ref*/KALAJA, P.; BARCELOS, A.M.F. (Eds.). Beliefs About SLA: New Research Approaches. New York: Springer, 2003. 249p. https://doi.org/10.1007/978-1-4020-4751-0
/*ref*/KANG, S.-J. Dynamic emergence of situational willingness to communicate in a second language. System, v. 33, n. 2, p. 277–292, 2005. https://doi.org/10.1016/j.system.2004.10.004
/*ref*/LARSEN-FREEMAN, D.; CAMERON, L. Complex systems and applied linguistics. Oxford: Oxford University Press, 2008. 304p.
/*ref*/LAU, I. C.; YEUNG, A. S.; JIN, P.; LOW, R. Toward a hierarchical, multidimensional English self-concept. Journal of Educational Psychology, v. 91, n. 4, p. 747-755, 1999. https://doi.org/10.1037/0022-0663.91.4.747
/*ref*/LIU, H. J. The relationship between EFL student academic self-concept and language performance. Feng Chia Journal of Humanities and Social Sciences, v. 17, p. 165-184, 2008.
/*ref*/LIU, M.; JACKSON, J. An exploration of Chinese English foreign language learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, v. 92, n. 1, p. 71-86, 2008. https://doi.org/10.1111/j.1540-4781.2008.00687.x
/*ref*/LUCK, L.; JACKSON, D.; USHER, K. Case study: A bridge across the paradigms. Nursing Inquiry, v. 13, n. 2, p. 103-109, 2006. https://doi.org/10.1111/j.1440-1800.2006.00309.x
/*ref*/LYONS, D. The L2 self-Concept in second language learning. In: CSIZÉR, K; MAGID, M. (Ed.) The impact of self-Concept on language learning. Bristol, UK: Multilingual Matters, p. 108-130, 2014. https://doi.org/10.21832/9781783092383-008
/*ref*/MACINTYRE, P. D.; GREGERSEN, T.; MERCER, S. (Ed.). Positive psychology in SLA. Bristol: Multilingual Matters, 2016. 788p. https://doi.org/10.21832/9781783095360
/*ref*/MACINTYRE, P. D.; SERROUL, A. Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance. In: DÖRNYEI, Z.; MACINTYRE, P.; HENRY, A. (Ed.). Motivational dynamics in language learning. Bristol: Multilingual Matters, 2014, p. 109-138. https://doi.org/10.21832/9781783092574-013
/*ref*/MARKUS, H. R.; NURIUS, P. Possible selves. American Psychologist, v. 41, n. 9, p. 954-969, 1986. https://doi.org/10.1037/0003-066X.41.9.954
/*ref*/MARKUS, H. R.; WURF, E. The dynamic self-concept: A social psychological perspective. Annual Review of Psychology, v. 38, n. 1, p. 299-337, 1987. https://doi.org/10.1146/annurev.ps.38.020187.001503
/*ref*/MARSH, H. W. Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, v. 23, n. 1, p. 129-149, 1986. https://doi.org/10.3102/00028312023001129
/*ref*/MARSH, H. W.; CRAVEN R. G. Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, v. 1, n. 2, p. 133-163, 2006. https://doi.org/10.1111/j.1745-6916.2006.00010
/*ref*/MARSH, H. W.; MARTIN, A. J. Academic self‐concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, v. 81, n. 1, p. 59-77, 2011. https://doi.org/10.1348/000709910X503501
/*ref*/MARSH, H. W.; PEKRUN, R.; PARKER, P. D.; MURUYAMA, K.; GUO, J.; DICKE, T.; ARENS, A. K. The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, v. 111, n. 2, p. 331-353, 2019. https://doi.org/10.1037/edu0000281
/*ref*/MARSH, H. W.; SHAVELSON, R. Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, v. 20, n. 3, p. 107-123, 1985. https://doi.org/10.1207/s15326985ep2003_1
/*ref*/MERCER, S. The self as a complex dynamic system. SSLLT, v. 1, n. 1, p. 57-82, 2011a.
/*ref*/MERCER, S. Towards an understanding of language learner self-concept. Dordrecht: Springer, 2011b. 220p. https://doi.org/10.14746/ssllt.2011.1.1.4
/*ref*/MERCER, S. Language learner self-concept: Complexity, continuity and change. System, v. 39, n. 3, p. 335-346, 2011c. https://doi.org/10.1016/j.system.2011.07.006
/*ref*/MERCER, S. The dynamic nature of a tertiary learner’s foreign language self-concepts. In: PAWLAK, M. (Ed.). New Perspectives on Individual Differences in Language Learning and Teaching. Berlin: Springer, p. 201-215, 2012. https://doi.org/10.1007/978-3-642-20850-8_13
/*ref*/MERCER, S. Dynamics of the self: a multilevel nested systems approach. In: Z. DÖRNYEI, Z.; MACINTYRE, P. D.; ALASTAIR, H. (Ed.). Motivational Dynamics in Language Learning. Bristol: Multilingual Matters, 2015, p. 139-163. https://doi.org/10.21832/9781783092574-014
/*ref*/MERCER, S.; WILLIAMS, M. (Eds.). Multiple Perspectives on the Self in SLA. Bristol: Multilingual Matters, 2014. 200p. https://doi.org/10.21832/9781783091362
/*ref*/NORRIS, S. Analyzing multimodal interaction: A methodological framework. New York: Routledge, 2004. 192p. https://doi.org/10.4324/9780203379493
/*ref*/NORTON PEIRCE, B. Social identity, investment, and language learning. TESOL Quarterly, v. 29, n. 1, p. 9-31, 1995. https://doi.org/10.2307/3587803
/*ref*/NOWAK, A.; VALLACHER, R. R.; ZOCHOWSKI, M. The emergence of personality: Dynamic foundations of individual variation. Developmental Review, v. 25, n. 3-4, p. 351-385, 2005. https://doi.org/10.1016/j.dr.2005.10.004
/*ref*/PAJARES, F.; SCHUNK, D.H. Self-efficacy and self-concept beliefs: Jointly contributing to the quality of human life. In: MARSH, H.W.; CRAVEN, R.G.; MCINERNEY, D.M. International advances in self research. Greenwich, Connecticut: Information Age Publishing, 2005, p. 95-121.
/*ref*/PEASE, A.; PEASE, B. The definitive book of body language: How to read other’s thoughts by their gestures. Buderim: Pease International, 2004. 416p.
/*ref*/PEKRUN, R. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, v. 18, n. 4, p. 315-341, 2006. https://doi.org/10.1007/s10648-006-9029-9
/*ref*/RUBIO, F. D. Self-esteem and self-concept in foreign language learning. In: MERCER, S.; WILLIAMS, M. (Ed.). Multiple perspectives on the self in SLA. Bristol: Multilingual Matters, 2014, p. 41-58. https://doi.org/10.21832/9781783091362-005
/*ref*/SALDAÑA, J. Longitudinal qualitative research: Analyzing change through time. Walnut Creek: AltaMira Press, 2003. 212p https://doi.org/10.1177/009430610403300372
/*ref*/SALDAÑA, J. The coding manual of qualitative researchers. London: Sage, 2015. 223p.
/*ref*/SAVIGNON, S. J. Interpreting communicative language teaching: Contexts and concerns in teacher education. New Haven: Yale University Press, 2002. 256p.
/*ref*/SHAPKA, J. D.; KEATING, D. P. Structure and change in self-concept during adolescence. Canadian Journal of Behavioural Science, v. 37, n. 2, p. 83-96, 2005. https://doi.org/10.1037/h0087247
/*ref*/SHAVELSON, R. J.; HUBNER, J. J.; STANTON, G. C. Self-concept: Validation of construct interpretations. Review of Educational Research, v. 46, n. 3, p. 407-441, 1976. https://doi.org/10.2307/1170010
/*ref*/USHIODA, E. A person-in-context relational view of emergent motivation, self and identity. In: DÖRNYEI, Z.; USHIODA, E. (Eds.) Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 2009, p. 215-228. https://doi.org/10.21832/9781847691293-012
/*ref*/VAN LIER, L. The ecology and semiotics of language learning: A socio-cultural perspective. Norwell: Kluwer Academic Publishers, 2004.
/*ref*/WADDINGTON, J. Developing primary school students’ foreign language learner self-concept. System, v. 82, n. 5, p. 39-49, 2019. https://doi.org/10.1016/j.system.2019.02.012
/*ref*/WALKER, C. A study of self-concept in reading in a second or foreign language in an academic context. System, v. 49, p. 73-85, 2015. https://doi.org/10.1016/j.system.2015.01.001
/*ref*/WAN, Z. Participant selection and access in case study research. In: TSANG, K. K.; LIU, D.; HONG, Y. (Ed.). Challenges and opportunities in qualitative research, Singapore: Springer, 2019, p. 47-61. https://doi.org/10.1007/978-981-13-5811-1_5
/*ref*/WILLIAMS, M.; MERCER, S.; RYAN, S. Exploring psychology in language learning and teaching. Oxford: Oxford University Press, 2015. 184p.
/*ref*/YASHIMA, T. Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, v. 86, n. 1, p. 54-66, 2002. https://doi.org/10.1111/1540-4781.00136
/*ref*/YEUNG, A. S.; WONG, E. K. P. Domain specificity of trilingual teachers’ verbal self-concepts. Journal of Educational Psychology, v. 96, n. 2, p. 360-368, 2004. https://doi.org/10.1037/0022-0663.96.2.360
/*ref*/YOSHIDA, R. Learners’ self-concept and use of the target language in foreign language classrooms. System, v. 41, n. 4, p. 935-951, 2013. https://doi.org/10.1016/j.system.2013.09.003
dc.rights.driver.fl_str_mv Copyright (c) 2023 Irati Diert-Boté
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Irati Diert-Boté
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística Aplicada
Revista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística Aplicada
Revista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística Aplicada
1984-6398
1676-0786
reponame:Revista Brasileira de Lingüística Aplicada (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Brasileira de Lingüística Aplicada (Online)
collection Revista Brasileira de Lingüística Aplicada (Online)
repository.name.fl_str_mv Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv rblasecretaria@gmail.com||periodicosfaleufmg@gmail.com
_version_ 1799711100356263936

Registros relacionados