Article published in:
Motivation and Foreign Language Learning: From theory to practiceEdited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 93–116
Swedish students’ beliefs about learning English in and outside of school
Alastair Henry | University West, Sweden
In Sweden students’ encounters with English in and out of school are very different. Spending around 20 hours per week in English-mediated environments outside of school, they are often engaged in richly meaningful activities. Consequently, many young people believe they learn as much of their English as a result of participation in English-mediated leisure time activities as they do from textbook-dominated classroom instruction. Drawing on emerging discussions on the ways in which learners’ beliefs about the primacy of learning English in natural environments can have negative effects on learning behaviours in formal settings (e.g. Mercer & Ryan 2010), and how learners’ beliefs about the causes of success in language learning can impact on motivation (e.g. Hsieh 2012), this chapter examines the ways in which such beliefs may impact on Swedish students’ responses to classroom learning.
Keywords: beliefs, gender differences, informal learning, motivation, self-regulation
Published online: 31 July 2014
https://doi.org/10.1075/lllt.40.05hen
https://doi.org/10.1075/lllt.40.05hen
References
References
Airey, J.
Bandura, A.
Barcelos, A.M.F.
Blackwell, L.S., Trzesniewski, K., & Dweck, C.S.
Canagarajah, A.S.
Chan, L., Dörnyei, Z., & Henry, A.
Chen, J.A., & Pajares, F.
Dörnyei, Z.
Dweck, C.S.
Dweck, C.S., & Leggett, E.L.
Dweck, C.S., & Master, A.
Eccles-Parsons, J., Adler, T.F., & Meece, J.L.
European Commission (
Forbes Magazine (
Graddol, D.
Henry, A.
Henry, A., & Cliffordson, C.
Henry, A., & Goddard, A.
in press). Bicultural or hybrid? The second language identities of students on an English-medium university program in Sweden. Journal of Language, Identity and Education.
Hsieh, P.H.
Hsieh, P.H., & Kang, H.S.
Hsieh, P.H., & Schallert, D.L.
Kelley, H.H.
Leggett, E.L.
(1985) Children’s entity and incremental theories of intelligence: Relationship to achievement behaviour. Paper presented at the annual meeting of the Eastern Psychological Association, March, Boston.
Liang, M.Y.
Licht, B.G., & Shapiro, S.H.
(1982, August). Sex differences in attributions among high achievers. Paper presented at the meeting of the American Psychological Association, Washington DC.
Meece, J.L.
Meece, J.L., & Painter, J.
Mercer, S., & Ryan, S.
Mercer, S., Ryan, S. & Williams, M.
Mills, N., Pajares, F., & Herron, C.
Nisbett, R., & Ross, L.
Olsson, E.
Pajares, F.
Pajares, F., & Valiante, G.
Pajares, F., Britner, S.L., & Valiante, G.
Peterson, M.
Pintrich, P.R.
Reinders, H., & Wattana, S.
Ryan, S., & Mercer, S.
Schunk, D.
Schunk, D.H., & Zimmerman, B.J.
Sundqvist, P.
Sundqvist, P., & Sylvén, L.K.
Sylvén, L.K.
Swedish Media Council. (
Swedish Schools Inspectorate. (
Taylor, F.
Thorne, S.L.
Ushioda, E.
Weiner, B.
Weiner, B., Frieze, I.H., Kukla, A., Reed, L., Rest, S., & Rosenbaum, R.M.
Cited by
Cited by 6 other publications
Henry, Alastair & Angela Goddard
Lasagabaster, David & Aintzane Doiz
Lialikhova, Dina
Moratinos-Johnston, Sofía, LLuís Ballester Brage, Maria Juan-Garau & Joana Salazar-Noguera
Pfenninger, Simone E & David Singleton
Thorsen, Cecilia, Alastair Henry & Christina Cliffordson
This list is based on CrossRef data as of 27 february 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.