Survey data of english teachers' beliefs about second language instruction in Chile
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Fecha
2019-12
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Elsevier Inc.
Nombre de Curso
Licencia CC
Atribution 4.0 International (CC BY 4.0)
Licencia CC
https://creativecommons.org/licenses/by/4.0/deed.es
Resumen
The data derives from a survey collected from 543 school-level
teachers of English in Chile. The survey was originally distributed
to 5435 teachers. The survey was developed with an aim of
exploring teachers’ beliefs about how second language grammar
should be taught. The survey consisted of 50 items in total, in four
sections: (a) background information (10 items), (b) beliefs
regarding L2 learning and teaching (9 items), (c) beliefs regarding
grammar instruction (23 items), and (d) classroom realities (8
items). Except for the background information section, the items
took the form of a 6-point Likert scale. The entire dataset is
included in an Excel file (.xlsx). The entire questionnaire is
included as a supplementary file. The data is connected to the
theoretical models proposed in [1]. In [1], those models were
proposed based on descriptive statistics (e.g., agreement/
disagreement rates) and focus-group interview data. Subsequently,
in the current paper, the data was submitted to structural equation
modelling to explain the theoretical models. Then, the data is
visually depicted with figures created via AMOS.
© 2019 The Authors. Published by Elsevier Inc. This is an open
access article under the CC BY license (http://creativecommons.
org/licenses/by/4.0/)
Notas
Indexación: Scopus.
Palabras clave
Teachers' Beliefs, Apprenticeship of Observation, Instructed Second Language Acquisition, Grammar Instruction, Corrective Feedback, Peer Interaction
Citación
Data in Brief Volume 27 December 2019 Article number 104702
DOI
10.1016/j.dib.2019.104702