Learning beliefs of distance foreign language learners in China: A survey study

Abstract

Abstract This survey study investigated learning beliefs held by distance English language learners in China. Beliefs about the nature of language learning, the role of the teacher, the role of feedback, language learning strategies, and self-efficacy were examined through survey instruments. The main research focus was on the difficulties perceived by distance language learners, their readiness for autonomous approaches to English learning, and the differences in beliefs between beginner distance learners and those with more distance education experience. It was found that the majority of the participants perceived insufficient communication with teachers and peer students as the dominant difficulty in distance learning, and that distance language learning was more difficult than traditional classroom language learning. Results also revealed that distance language learners with more distance learning experience believed more strongly in the benefits of an autonomous approach to learning and had a lower degree of anxiety and frustration than those at beginner level.