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English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge

Ziegler, Nathan E.
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754

Abstract Details

2014, Doctor of Philosophy, University of Toledo, Foundations of Education: Educational Psychology.
There is a growing body of work that examines the epistemic beliefs of learners and the role those beliefs play in the development of their critical thinking and other cognitive processes (Hofer, 2001). This study examines the epistemic beliefs of English language learners, a population of learners that is relatively understudied on the topic of personal epistemology. More specifically, this qualitative study explores ELLs’ dimensional and developmental epistemic beliefs about vocabulary knowledge in English. First-year international undergraduate students enrolled in remedial ESL writing courses were given a series of speaking and writing placement tests in an Intensive ESL program at a Mid-western university. Responses to writing prompts and interviews were analyzed for this study from an epistemological lens to determine the espoused epistemic beliefs of English language learners. Results suggested that many ELLs espoused advanced epistemic beliefs (i.e., evaluativism) about vocabulary knowledge most of the time. There was a general disparity found, however, with ELLs’ epistemic beliefs about the source and justification of English vocabulary knowledge. That is, there was a tendency for ELLs to espouse less sophisticated epistemic beliefs (i.e., absolutism) about source and justification of vocabulary knowledge. This implies that participants’ beliefs about these dimensions of knowledge and knowing might be hindering the emergence of more sophisticated epistemic beliefs in the domain of English language learning. Additional implications suggest that ESL curriculum needs to focus on developing ELLs’ use of the appropriate cognitive strategies (i.e., critical thinking) to determine the most accurate sources of vocabulary knowledge in specified communicative contexts.
Florian Feucht, Dr. (Committee Chair)
Lisa Pescara-Kovach, Dr. (Committee Member)
Thomas Dunn, Dr. (Committee Member)
Susanna Hapgood, Dr. (Committee Member)
238 p.
Educational Psychology; English As A Second Language; Epistemology
English as a Second Language; English Language Learners; ESL Education; Vocabulary Learning; Second Language Instruction; Personal Epistemology; Epistemic Development; Epistemic Beliefs; Educational Psychology

Recommended Citations

Citations

  • Ziegler, N. E. (2014). English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754

    APA Style (7th edition)

  • Ziegler, Nathan. English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge . 2014. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754.

    MLA Style (8th edition)

  • Ziegler, Nathan. "English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge ." Doctoral dissertation, University of Toledo, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754

    Chicago Manual of Style (17th edition)

toledo1420650754
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This open access ETD is published by University of Toledo and OhioLINK.