A Study on English Preparatory Program EFL Learners’ Beliefs about Language Learning in Relation to Gender, Second Foreign Language Knowledge and Foreign Country Experience

Murat Hişmanoğlu

doi:10.7575/aiac.ijalel.v.5n.5p.109

Abstract

This study aims at investigating preparatory program EFL learners’ beliefs about language learning as well as the effects of gender, second foreign language knowledge and foreign country experience on language learners’ beliefs about foreign language learning. After presenting the related literature with respect to the topic of language learners’ beliefs about foreign language learning, it continues with the methodology section that describes a quantitative research study in which 149 preparatory program EFL learners from the Foreign Languages School of a state university located in the west part of Turkey participated. The participants of the study had the same linguistic proficiencies (A1-elementary level). The paper concludes by indicating the findings of the research and also by making some recommendations for language teachers to enable teachers to design lessons that meet the needs of individual learners when teaching English as a second/foreign language (TESL/TEFL).

Highlights

Over the last thirty years, researchers in the field of foreign language learning and teaching have investigated foreign language learners’ individual characteristics which can affect their success in language learning (Vibulphol, 2004)
After presenting the related literature with respect to the topic of language learners’ beliefs about foreign language learning, it continues with the methodology section that describes a quantitative research study in which 149 preparatory program EFL learners from the Foreign Languages School of a state university located in the west part of Turkey participated
Relevant to the five components of beliefs about language learning, the results of the present study indicate that language learners have the strongest belief in motivation and expectations (M=4.35), followed by nature of language learning (M=3.68), learning and communication strategies (M=3.41), difficulty of language learning (M=3.33), foreign language aptitude (M=2.93)

Summary

Introduction

Over the last thirty years, researchers in the field of foreign language learning and teaching have investigated foreign language learners’ individual characteristics which can affect their success in language learning (Vibulphol, 2004). As Horwitz (1987) states, foreign language learners possess some presumptions about language and language learning and these beliefs have a strong impact on language learners’ behaviors in the language learning process. Huang (1997) states that beliefs about language learning are “preconceptions language learners have about the task of learning the target language” Kalaja and Barcelos (2003) stress that beliefs are “opinions and ideas that learners (and teachers) have about the task of learning a second/foreign language” (p.10). Horwitz (2008) emphasizes that comprehending students’ beliefs is to be aware of their reaction in the classroom learning environment since dealing with learners’ beliefs is considering an issue that has been regarded as basic to their academic progress According to Peacock (2001), beliefs are “psychologically held understandings, premises, or propositions about the world that are felt to be true” (p. 178). Kalaja and Barcelos (2003) stress that beliefs are “opinions and ideas that learners (and teachers) have about the task of learning a second/foreign language” (p.10). Horwitz (2008) emphasizes that comprehending students’ beliefs is to be aware of their reaction in the classroom learning environment since dealing with learners’ beliefs is considering an issue that has been regarded as basic to their academic progress

Objectives

Methods

Conclusion