How Colleeg Students' Beliefs about English Learning Relate to Their Strategy Use

Abstract

use of strategy is scant. The aim of this study attempts to explore how learners’beliefs about English learning and their use of English learning strategies are related. This research involved a survey, comprised of two sets of questionnaires concerning learning beliefs and learning strategies. The instruments used for data collection were Horwitz’s Beliefs About Language Learning Inventory (BALLI) and Oxford’s Strategy Inventory for Language Learning (SILL). Three intact classes of 143 junior college students participated in the study. Then, the quantitative analysis of the questionnaires was conducted through descriptive statistics and Pearson correlation in order to indicate the direction and relationship between the two sets of variables, i.e. students’learning beliefs and strategy use. Results of this study may be of importance in explaining the dynamic relationship between learning beliefs and strategy use, as well as in providing English teachers in Taiwan with a better understanding of how students’beliefs about English learning relate to their strategy use.