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Thesis

Students' and teachers’ beliefs about second language vocabulary learning: Using congruence and friction to predict outcomes in a Mexican EFL context

Abstract:

This mixed-methods study investigated students’ and teachers’ beliefs about vocabulary learning, the relationship between student and teacher beliefs, and whether the nature of this relationship is related to vocabulary development among students. Previous research has investigated the relationship between students’ beliefs and learning outcomes, but little research has been conducted comparing students’ and teachers’ beliefs, especially not within the context of vocabulary learning.

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Division:
SSD
Department:
Education
Role:
Author

Contributors

Role:
Supervisor
Type of award:
MSc
Level of award:
Masters
Awarding institution:
University of Oxford
Language:
English
Keywords:
Subjects:
UUID:
uuid:89f6f4cb-9d8d-4020-972f-e82809bcf2e9
Deposit date:
2019-10-30

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