An Empirical Study of Learners’ Beliefs and Language Proficiency in SA Context

Abstract

Recent research on learner beliefs has started to highlight their dynamic and variable nature. By investigating the relationship between learner’s language learning beliefs and language proficiency in SA context, the current study tries to investigate how the changes of learner beliefs impact on language learning proficiency. The data of the study were collected from thirty Chinese students attending a pre-sessional language course in ELTC at the University of Sheffield. Combining data drawn from the questionnaires, semi-structured interviews and the IELTS scores, the current study seeks to answer three research questions: 1) Do learners’ beliefs change in SA context? If so, in what ways? 2) Does learners’ language proficiency change in SA context? If so, how? 3) What is the relationship between learners’ English proficiency and their beliefs about language learning? The results indicate that learners show changes in their language learning beliefs after a period of language learning in SA context. Participants report their beliefs in learner autonomy and self-confidence have significantly strengthened during SA sojourn. Also, there are statistically significant gains in proficiency, as measured by the IELTS scores. In the current study, no statistically significant relationships seem to exist between the overall changes in beliefs and gains or losses in proficiency. However, moderate correlation between beliefs about analytic learning and the IELTS score has been observed. The current study also acknowledges that understanding of one’s own beliefs can influence learners’ daily learning behavior and their learning results.