A Q Study of Mainland Chinese English Language Learners’ Epistemic Beliefs
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Abstract
This study explored epistemic beliefs held by Mainland Chinese learners of English. Studies that investigate language learners’ personal epistemologies, which include beliefs about the nature of knowledge and the process of knowing, are scarce. For the most part, such studies are quantitative. This paper employed Q methodology, an approach that blends quantitative and qualitative research paradigms, to present a more systematic analysis of and deeper insights into the language learners’ subjective opinions. The participants were 20 undergraduate students who learned English in a university in China. They sorted 42 statements pertaining to language-related epistemic beliefs on a grid ranging from -5 (most disagree) to +5 (most agree). During the factor analytic procedure similar Q-sorts formed three factors, each representing a unique set of epistemic beliefs shared by the students. The qualitative interpretation of these factors revealed the following viewpoints: firstly, learning the English language requires time, effort and perseverance; secondly, learning English requires critical thinking; thirdly, it requires talent and hard work. Pedagogical implications of these findings are discussed.
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