Proceedings of the International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022)

<Previous Article In Volume
Next Article In Volume>

Understanding EFL Pre-service Teachers’ Beliefs About Second Language Acquisition and Learning Through Language Autobiographies

Authors
Arifah Mardiningrum1, *, Muhammad Haikal2
1English Language Education Department, Language Education Faculty, Universitas Muhammadiyah Yogyakarta, Yogyakarta, 55183, Indonesia
2English Language Education Department, Faculty of Tarbiyah, Universitas Darussalam Gontor, Ponorogo, 63471, Indonesia
*Corresponding author. Email: arifahmardiningrum@umy.ac.id
Corresponding Author
Arifah Mardiningrum
Available Online 24 December 2022.
DOI
10.2991/978-2-494069-65-7_34How to use a DOI?
Keywords
Beliefs; EFL pre-service teachers’ beliefs; second language acquisition,; second language learning,; language autobiography
Abstract

Pre-service teachers’ beliefs resulting from their experiences can predict how they will approach their professional teaching practice in the future. Being future teachers, pre-service teachers hold a unique position of viewing experiences from the perspectives of both teachers and learners. The current study aimed to investigate EFL pre-service teachers’ language acquisition and learning beliefs by exploring their language autobiographies. The language autobiographies comprised the narration of their experiences with their first and second languages. The study was conducted qualitatively within a content-analysis design, involving fifteen language autobiographies written by EFL pre-service teachers in one private university in Yogyakarta, Indonesia. The study found the experiences related to the pre-service teachers’ beliefs were namely having critical incidents, being exposed to SL by significant others, being exposed to SL by media or interaction with the environment, having to learn SL in schools, and finding new interest in SL. Meanwhile, the beliefs about SLA found were that significant others play an essential part in the success of language acquisition and learning, exposure ensures the mastery of communicating with a second language, learning must be done with love or personal interest, and it can be very challenging to learn a new language if it is very different from the previously acquired language.

Copyright
© 2022 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
24 December 2022
ISBN
978-2-494069-65-7
ISSN
2352-5398
DOI
10.2991/978-2-494069-65-7_34How to use a DOI?
Copyright
© 2022 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Arifah Mardiningrum
AU  - Muhammad Haikal
PY  - 2022
DA  - 2022/12/24
TI  - Understanding EFL Pre-service Teachers’ Beliefs About Second Language Acquisition and Learning Through Language Autobiographies
BT  - Proceedings of the International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022)
PB  - Atlantis Press
SP  - 403
EP  - 415
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-65-7_34
DO  - 10.2991/978-2-494069-65-7_34
ID  - Mardiningrum2022
ER  -