EFL Learners’ Beliefs about Language Learning along Gender, Further Education in Language Institutes &amp; Different Proficiency Levels

Naemeh Nahavandi

doi:10.7575/aiac.ijalel.v.3n.1p.170

Abstract

The aim of the present study was to understand the beliefs of Iranian EFL learners’ about language learning. This study was an attempt to understand if there was any relationship between gender, proficiency level and further education in language institutes on beliefs about language learning. Accordingly, 369 EFL engineering students studying in Azad University of Tabriz, Iran were selected based on random sampling. Data were collected using two questionnaires: a demographical questionnaire, and the Beliefs about Language Learning Inventory (BALLI). Data were analyzed using ANOVA, LSD & t-test. The results of the study showed that the highest mean average among the five components of beliefs about language learning was nature of language learning (M=3.91), followed by Foreign Language Aptitude (M=3.85), Difficulty of Language Learning (M=3.42), Learning and Communication Strategies (M=3.35) and Motivation and Expectations (M=3.25). The findings showed that there was a significant difference between learners’ beliefs, gender and further education in language institutes. However, there was not any significant difference between learners’ beliefs and their proficiency level. The study concluded with some pedagogical implications.

Highlights

Many areas of education are undergoing changes in the way teaching and learning is understood
Based on the obtained significant level > 0.05, distribution of data was normal for all components of Beliefs about Language Learning Inventory (BALLI)
There is a significant difference between Difficulty of Language Learning ، Nature of Language Learning and Communication Strategies & learners’ proficiency level

Summary

Introduction

Many areas of education are undergoing changes in the way teaching and learning is understood. Teacher centered classes and structural- syllabus teaching are giving way to more student-centered, practical and flexible approaches. In this paradigm shift, the field of second and foreign language teaching is not an exception (Nahavandi, 2011; Nahavandi & Mukundan, 2012; Nahavandi, 2013; Nahavandi & Mukundan, 2013c). For some other researchers (e.g., Horwitz, 1987; Omaggio, 1978; Wenden,1987a) beliefs about language learning include learners’ notions, ideas ,concepts, opinions, assumptions, or mini-theories of the nature of language or language learning. There is a consensus among researchers that individual language learners have different beliefs about how languages are learned. Individual beliefs about language learning may consciously or unconsciously affect learners’ approaches to or behaviors in language learning. For Horwitz (1999), by understanding learners’ beliefs we can better understand learner’ approaches to language learning, and learners’ use of learning strategies which in turn enables us to appropriately plan language instruction

Objectives

Discussion

Conclusion