Language Learning Beliefs Research Articles

Evaluating the Impact of the Language Mindset Toolkit among Thai Undergraduate Students

This study reports the impact of a language mindset toolkit in influencing the language mindsets of Thai undergraduate students. An explanatory sequential mixed method design was used to determine how language mindset changes and know the students’ language learning insights through a focused mindset intervention. Data from 67 students chosen from convenience sampling completed language mindset surveys, journal entries, and semi-structured interviews were analyzed. Descriptive statistics was used to analyze the survey data, while thematic and content analyses were utilized for journal entries and interview data. Key findings revealed a notable shift from a fixed to a growth mindset, particularly in language learning abilities. While mindsets related to intelligence and age sensitivity remained relatively stable, there was a marked change in participants’ belief in the malleability of their language learning abilities, underpinned by the principles of effort and persistence. Thematic analysis of journals supports these findings, with themes such as knowing about language mindset in learning, putting effort into language learning, setting goals in language learning, using strategies in language learning, and regulating emotions in language learning. Meanwhile, the content analysis of individual interviews revealed insights such as appreciating self, motivating self in language learning, and gaining self-efficacy. Growth mindset-oriented interventions could transform the students’ beliefs in language learning.

The Relationships of Self-Sustained English Learning, Language Mindset, Intercultural Communicative Skills, and Positive L2 Self: A Structural Equation Modeling Mediation Analysis.

Learning English as a second language (ESL) has garnered significant attention from researchers and practitioners over the past few decades, with numerous ESL learning outcomes examined in the literature. However, self-sustained learning (SSL), a crucial factor in promoting students' sustained learning and development within a sustainable society, has long been overlooked. To deepen the understanding of SSL, especially in the context of ESL in China, this study examined the direct and indirect effects of intercultural communicative skills, language mindset, and positive L2 self on sustained English learning among 1238 Chinese college students through descriptive statistics and a Structural Equation Modeling (SEM) mediation analysis. The results indicated that Chinese college students exhibited a strong language mindset and positive L2 self. They also scored high in intercultural communicative skills and long-term self-sustained English learning. SEM analysis showed that, after controlling for students' demographic characteristics, both intercultural communicative skills and language mindset positively predicted positive L2 self and self-sustained English learning. Moreover, intercultural communicative skills and language mindset had significant and positive indirect effects on self-sustained English learning through positive L2 self, underscoring the significant mediating role of positive L2 self in the relationships between intercultural communicative skills, language mindset, and self-sustained English learning. These findings suggest that, to promote self-sustained learning among English learners, instructors should enhance students' intercultural communicative skills, foster a growth language mindset, and cultivate positive language learning beliefs.

Unveiling gender differences: a semantic differential approach to studying mindsets in language learning

ABSTRACT Studying language learning beliefs plays an important role in language learning research. The aim of our study was to reconstruct the system of meanings that underlie the gender differences in the beliefs about people involved in foreign language learning. In our study, we used the semantic differential to study beliefs about people involved in foreign language learning. The sample for the study consisted of 86 female and 76 male volunteer participants. Results show that the semantic spaces of beliefs about people involved in foreign language learning have the same dimension but significant differences in the content: the semantic space for males is based on the factors Trustworthiness, Openness to communication and new knowledge and Activity; for females – Evaluation, Diligence and Interpersonal communication. Significant shifts in beliefs about people involved in foreign language learning between females and males are in the factors Activity and Openness to communication and, to a much lesser extent, High emotionality – Emotional stability. According to the results of the study, we concluded that females had a more positive attitude towards people involved in foreign language learning. Additionally, it was concluded that females were more likely to have a growth language learning mindset.

Language learning beliefs, strategies, and attribution: A study of Chinese vocational students' in an EFL context

Language learning beliefs, strategies, and attribution: A study of Chinese vocational students' in an EFL context

Impact of English proficiency and self-efficacy on EMI content learning: a longitudinal study in Taiwan

Abstract In many countries, English-medium instruction (EMI) courses have become a requirement for universities to maintain their competitive global rankings. This study reports on a three-year EMI program in the Department of Mechanical Engineering at a national university in Taiwan. A total of 63 students participated in the study. Both quantitative and qualitative data were collected, including measures targeting students’ English proficiency, language learning beliefs, classroom anxiety, self-efficacy, content course grades, and interview data from four faculty members. The t-tests indicate that students’ English proficiency significantly improved from their freshman year to their sophomore year but then tapered off in their junior year. Multiple regression analyses show that students’ self-efficacy remained the strongest predictor of the content learning outcomes, overriding the English proficiency. Interview data show that, after navigating the initial language impact and adapting to the EMI environment, students were better able to focus on the content learning due to enhanced self-efficacy. The qualitative data provide enriched contexts to support the statistical findings, against the backdrop of the 2030 Bilingual Policy, initiated in 2018 by Taiwan’s National Development Council to build a bilingual society by 2030. Finally, pedagogical implications and future research endeavors are also discussed.

English Language Learning Beliefs of Iranian High School Students

Language learning beliefs are considered to be an important factor influencing student learning outcomes. This mixed-methods research investigated English language learning beliefs of Iranian English language learners. Data were collected from 226 junior and senior male and female high school students using the Beliefs about Language Learning Inventory (BALLI) and semi-structured interviews. Participants reported strong beliefs in terms of ‘motivation and expectation’ and ‘foreign language aptitude’. First and third graders’ mean belief scores were statistically different across their ‘overall beliefs’, ‘foreign language aptitude’, and ‘motivation and expectations’. Moreover, although the overall gender differences were not statistically meaningful, significant differences were noticed with regards to beliefs about ‘difficulty of language learning’ and ‘foreign language aptitude’. The results underscore the hypothesis that changes in language learning beliefs happen due to learners’ stage of development, i.e. their grade. Further, certain misconceptions among high school learners were noticed about the role of aptitude and intelligence, error correction, and supremacy of learning certain forms of language. The implications are discussed with reference to language education and policy development.

From the Editor

[First part only] Dear Readers, Welcome to the first issue of our 28th Volume! This issue contains a “Special Issue” within it on “Between Indisposition and Perseverance: Disrupted Language Teacher Identities in Times of Uncertainty” ably edited by Hyunjin Jinna Kim and Huseyin Uysal. We hope that you will find it both informative and relevant to your own teaching context. In addition, this issue contains 8 feature articles. We offer our usual smörgåsbord for your reading pleasure, topics include learner autonomy, ChatGPT, sustainable development goals in global education, digital literacy, vocabulary knowledge for writing, speech pragmatics of hotel negotiations, migrant learners, and language learner beliefs. In order to make our articles useful to our global readership, we are strictly enforcing our policy that articles must be applicable to other contexts despite the research having been carried out in a single country. SCOPUS ranking improves. TESL-EJ’s ranking on the newly released 2024 version of scimagojr.com‘s SCOPUS listing has moved up to #253 from #267 out of the 312 journals in their Q1 “Linguistics and Language” category. We congratulate our editorial team, our contributors and you, the readers, for the steady improvement in our listing over the five years that we have been listed. Kudos. We are proud to say that past Review Editor, Ilka Kostka and our new Review Editor, Rachel Toncelli (see below) received the TESOL “Ron Chang Lee Award for Excellence in Classroom Technology,” while Huseyin Uysal, co-editor of the current Special Issue, received the “TESOL Leadership Mentoring Program Award” for 2024. Congratulations to all! Passages. Rachel Toncelli (Northeastern University) joins Dylan Burton on our Book Review Team. Dr. Toncelli was introduced by our former review editor and colleague, Ilka Kotska who co-authored the “On the Internet” article on ChatGPT in our November 2023 issue. We thank Behzad Mansouri for his long service to TESL-EJ as a co-editor, media review editor, special issue editor and special mentor to struggling authors. Behzad has now moved away from ELT, and is currently involved in a study of “community-engagement and leadership.” New book! We are pleased to announce another book publication, Tips for Writing Well: Research-Based Principles, by Scott Alkire. This volume contains 25 easy-to-read and easy-to-follow tips on effective academic writing. The topics range from how to find sources to improving your style to grammar and proofreading. It is free for download in PDF from this site. It will soon be available on Amazon in ebook and paperback formats. Our policy is that 100% of profits from this and all of our books go to supporting TESL-EJ’s mission to remain free from advertising, and free from subscription fees. Thank you for considering a purchase. Thanks to recent reviewers. We thank the reviewers of all submissions that had reached a decision since our last issue – regardless of whether the paper was accepted or declined. Thanks go to: Abdul Syahid, Adrian Leis, Ahmed Bashir, Andrias Susanto, Anh Ton-Nu, Aránzazu García-Pinar, Aurelio Vilbar, Azran Azmee Kafia, Baburam Upadhaya, Bao Trang Thi Nguyen, Betsy Gilliland, Boudjemaa Dendenne , Burak Senel, C-S Anna Chang, Chin Ee Loh, Cihat Atar, Claire Louise Rodway, Colin William Campbell, Dale Brown, Danial Babajani Azizi, Daron Benjamin Loo, David Berry, Eli Hinkel, Elisabet Murtisari, Emrah Cinkara, Eric Hagley, Fatemeh Ranjbaran, Flora Debora Floris, Frank Hermann, Gözde Balıkçı, Gina Paschalidou, Grant Eckstein, Ha Hoang, Hamid Bahador, Hjalmar Hernandez, I Putu Indra Kusuma, Ilka Kostka, Ismail Xodabande, Jofen Wu Han, Juland Salayo, Kathleen Eilers-crandall, Kuang Li, Kyle R. Van Horn, Larry Xethakis, Leonardo Veliz, Made Hery Santosa, Md. Didar Hossain, Meliha R Simsek, Michael Joseph Ennis, Minh Le, Mirjam Anugerahwati, Napak-on Sritrakarn, Nurkamilah, Omer Gokhan ULUM, Paul Mathieson, Penkhae Wongosuriya, Peter Ilic, Piyapong Laosrirattanachai, Rita Elaine Silver, Sachiko Nakamura, Shaun Manning, Shizuka Sakurai, Sophia Skoufaki, Theresa A Antes, Ufuk Atas, Valentin Werner, Vijayakumar Chintalapalli, Xiaoli YU, Xirui Cai, Yosefina Rosdiana Su and Zainurrahman. Another Special Issue production by Thomas Farrell is in the offing! Moving Forward With Reflective Practice in TESOL is now calling for contributions, to be published in the August 2025 issue. Best wishes, Thomas Robb, for the Editorial Team

Beliefs About Language Learning among College of Teacher Education Students

The English language serves as the primary medium of instruction in our country’s education system, emphasizing the importance of understanding student beliefs in language learning. This study investigates the beliefs on language learning among College of Teacher Education (CTE) students within a non-sectarian institution in Davao City. The research encompasses an exploration of respondents’ demographic profiles and perceived levels of beliefs in language learning, focusing on experiences, behavior, confidence, strategies, and nature. Additionally, the study aims to identify any significant differences in the beliefs about language learning (BLL) levels among CTE students based on their profiles. Utilizing purposive sampling, the researchers employed a non-experimental quantitative research design, applying the comparative method to analyze the data. The results indicate a moderate level of belief about language learning among CTE students. Furthermore, the findings suggest that there is no significant difference in the students’ beliefs based on their year level. However, a notable difference is observed when considering their program affiliation.

Exploring the Language Learning Beliefs of Thai Junior High School Students in Chinese Learning: A BALLI-Based Study

The development of the BALLI scale and the five-factor model by Horwtiz has led to a surge in research on language learning beliefs. The present research explored the language learning beliefs of 300 junior high school students from three schools located in the Bangna region of Bangkok as they learned Chinese, utilizing the BALLI scale. Using confirmatory factor analysis (CFA), the researchers attempted to fit Horwtiz's five-factor model to the data, but this model did not receive sufficient support. Therefore, exploratory factor analysis (EFA) was employed to analyze the factor structure, resulting in the identification of five dimensions. However, the items included in these dimensions were considerably different from those in Horwtiz's five-factor model. As a result, a new measurement model was proposed for this study. Following this, the researcher conducted a CFA to assess the appropriateness of the newly proposed measurement model, and the findings suggested that the data matched the model effectively.

A Study of ESP Students' English Language Learning Beliefs, Strategies, and Academic English Achievement

This study set out to examine students' academic English competency, as well as their perspectives on the language-learning process and the methods they employ to succeed. Quantitative techniques were used in this study, including descriptive and correlational designs. The BALLI and SILL tests, as well as the final English exam scores of first-year students, were used as indicators. The research sample consisted of sixty-six first-year management students from Kendriya Vidyalaya Sangathan. Data were analyzed using descriptive statistics, multivariate correlation, and the Pearson Product Moment correlation. Motivation and expectations ranked highest (M = 3,65), followed by the nature of language learning (M = 3,35), the ability to speak a foreign language (M = 2,97), the method of learning and communication (M = 2,86), and the difficulties associated with language learning (M = 2,74). Students used metacognitive techniques (3.35 times as often as memory strategies (3.28 times), cognitive strategies (3.28 times as often as memory strategies), emotional strategies (3.24 times as often as social strategies (3.28 times as often as compensating methods (3.18 times as often as memory strategies), and so on. Beliefs and techniques were found to have a positive and indirect link with students' English academic achievement (R.035). Academic English performance correlated positively but not significantly with attitudes towards learning the language (r =.145, p 0.245 > 0.05), while it correlated negatively but significantly with strategies for learning English (r = -.144, p 0.248 > 0.05).

Language learning beliefs and motivation of Estonian and non-Estonian students at Estonian-language universities

Selle uurimistöö eesmärk on kirjeldada hariduslike erivajadustega (HEV) õpilaste lugemis- ja matemaatikaoskuste seoseid tava- või eriklassis õppimisega. Valimisse kuulus 3369 kolmanda klassi last (poisse 50%, 209 klassist, 135 koolist) ning 3340 kuuenda klassi last (poisse 51%, 200 klassist, 134 koolist) eesti- ja venekeelsetest koolidest. Õpilased täitsid koolitundide ajal veebipõhised lugemise ladususe, loetu mõistmise, arvutamise ja tekstülesannete testid. Tulemustest selgus, et tava- ja eriklassis õppivate HEV õpilaste lugemis- ja matemaatikaoskused olid sarnasel tasemel, välja arvatud vene õppekeelega koolide kuuendates klassides, kus tavaklassis õppivad HEV õpilased said tekstülesannete lahendamises kõrgema skoori võrreldes eriklassis õppivate HEV õpilastega. Uuring annab esmase ülevaate eesti- ja venekeelsete koolide kolmandate ja kuuendate klasside HEV õpilaste kaasamise olukorrast ja akadeemilistest oskustest.
 Summary

Pre-service English Teachers’ Beliefs about English Language Learning

Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels.
 Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used.
 Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels.
 Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.

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

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.

Milyen nézetekkel korrelálnak a kétnyelvűséggel kapcsolatos tévhitek? Preskriptivizmus és asszimilációtól való félelem felnőtt nyelvtanulók között Magyarországon

It has become such a widespread notion in Europe that bilingualism is an exceptional phenomenon (Bartha, 2009, p. 145) that it also determines the way we think about languages in Hungary. Moreover, in Hungary speakers typically judge bilingualism along the lines of standard linguistic ideology, that is, “the linguistic ideological concepts and beliefs about bilingualism are still being shaped and reinterpreted in various contexts, in tandem with the standard, normative linguistic concept of bilingualism, which excludes diversity” (Bartha, 2009, p. 149, translated by me). In my study I will elaborate on this issue based on my research among 18-24-year-old language learners, and show how linguistic ideologies about bilingualism are related to beliefs about the Hungarian language. I will also discuss the role of language learning motivation. In my quantitative research (n=507) I collected beliefs on Hungarian and language learning using a questionnaire, and after principal component analysis I looked for correlations by calculating the Pearson correlation coefficients. The results show that students’ beliefs about bilingualism are related to the extent to which they were taught their first language using a prescriptive approach, and to the extent to which they themselves subscribe to prescriptivism. In addition, students’ fear of assimilation and linguistic prejudice also correlated with their beliefs about bilingualism. Thus, misconceptions about bilingualism are still fueled by the prescriptive, purist and prejudiced linguistic attitudes associated with the standard language culture that are present in Hungary. My results show that even highly motivated language learners believe that “the only natural way to become bilingual is to learn two languages in one’s family from an early age” (one of the items of the questionnaire, based on Bartha, 2009, p. 147).In my study I highlight the role of teachers in maintaining language ideologies related to bilingualism, and argue that language learning motivation research should also pay more attention to language learning beliefs, because motivation is interlinked with and inseparable from them.

Mediating Effect of Pedagogical Content Knowledge on the Relationship Between Language Learning Beliefs and English Self-Efficacy of Students

Mediating Effect of Pedagogical Content Knowledge on the Relationship Between Language Learning Beliefs and English Self-Efficacy of Students

ELT Students’ Language Learning Beliefs and the Correlation to English Proficiency

There are various factors affecting an English learner to be able to learn English successfully. These factors may influence one’s learning pace and difficulties. One factor that is often referred to in many studies is the learner’s belief. The diverse beliefs of English learners are often said to be an influential factor to their language achievement. Based on this notion, this paper makes an effort to prove the correlation between the students’ language beliefs and achievement. This study focuses on students of English Language Teaching (ELT) as the participants. The ELT students’ beliefs are concluded from the questionnaire adapted from Horwitz’s Beliefs About Language Learning Inventory (BALLI). Then, using the quantitative research approach, the results from the questionnaires are correlated to the students’ score of English proficiency test using Pearson correlation with SPSS 26. In the end, the result of the study shows positive beliefs by the ELT students. However, its correlation to language proficiency is not significant.

Insights into Teacher Beliefs and Practice in Primary-School EFL in France

Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘sceptical’ teachers. The PPP (n = 72) group employed the smallest range of teaching activities and rarely taught older pupils. The CLT group (n = 60) tended to have higher English proficiency and more in-service training and offered the widest range of oral activities. The sceptical group (n = 85) took no strong theoretical position, had lower English proficiency, and focused on listening and speaking skills. We found no correlation between teacher age and language learning beliefs or teaching practices. However, teachers who offered a wider range of activities in any of the five competences tended to have more in-service training and higher English proficiency. Further correlations were found between oral language teaching and technology integration, and written language teaching and teaching experience. The paper concludes with links to previous teacher cognition research and suggestions for teacher education.

Determinants of Saudi EFL Learners’ Beliefs about Learning EFL

Language learners’ beliefs constitute an individual difference variable that profoundly influences language-learning behavior and significantly contributes to the process and ultimate success of language learning. This article identifies the beliefs Saudi learners hold about learning English as a foreign language (EFL). The analysis first addresses Saudi EFL learners’ perceptions of English, followed by a discussion of Saudi EFL learners’ experiences with learning English. The discussion also addresses these learners’ expectations about studying English and concludes by pinpointing the importance of understanding the distinct language-learning beliefs of Saudi EFL learners and highlighting all factors that could affect these beliefs. Moreover, this conceptual article offers measures and progressive ideas to consider that will help Saudi EFL teachers reinforce more productive and insightful language beliefs that have a facilitative effect on language learning and keep Saudi EFL learners from developing debilitative conceptions of language-learning beliefs. This work also highlights several research directions and pedagogical implications.

Conceptual Metaphors: an Insight into Teachers’ and Students’ EFL Learning Beliefs

Teachers and students hold their own language learning beliefs about English as a Foreign Language (EFL). In the classroom, students’ and teachers’ beliefs interact, which might result in either tension or opportunities for change. Considering that it might be difficult to evoke some of the participants’ beliefs, this study opted to analyze conceptual metaphors as an indirect way to elicit them. Metaphors are part of our thoughts and actions and, sometimes, they are the only way of organizing and expressing our experiences coherently (Lakoff & Johnson, 2003). This study analyzed, through metaphor analysis, how students’ beliefs about learning EFL relate to the teacher’s selection and use of language learning strategies (LLS) in the classroom. The study occurred at an English Institute in Montevideo, Uruguay, between October and November 2018. The methodology of this multiple case study was qualitative. The participants were three EFL teachers and four groups of students ranging from basic to advanced level. Students were asked to respond to the following prompt with a metaphor: “For me, learning English as a foreign language is (like)… because…”. Then they wrote a letter advising a future EFL student. Teachers answered a structured interview in which they provided a metaphor describing the work with their groups. The most heterogeneous group in terms of age was selected for a follow-up structured interview. Results indicate that metaphors not only shed light upon how students perceive their learning process, but also encourage reflection. The study also found that several factors influence teachers’ selection of language learning strategies, including the role of international exams. We can conclude that visible interactions that happen in class are like the tip of an iceberg - beliefs lie hidden from view.

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs.

This study validated the Flipped English Learning Readiness Questionnaire, and examined its relationships with teacher instructional practices, English learning self-efficacy, and language learning beliefs. A total of 442 Chinese university EFL students voluntarily participated in this research. Exploratory and confirmatory factor analysis resulted in determination of five flipped English learning readiness factors (i.e., doing previews, in-class communication self-efficacy, positive experience, intentional behaviors, and self-directed learning) with a strong psychometric basis. The composite reliability, average variance extracted, and HTMT ratio of correlations further confirmed the convergent and discriminant validity of the Flipped English Learning Readiness Questionnaire. Structural equation modeling analysis suggested that English learning self-efficacy was a significant predictor of student flipped English learning readiness among students from different year-levels. Autonomy-supportive instructional practices significantly predicted year 2 students’ self-directed learning while grammar/translation-oriented learning had a significantly positive influence on year 3 students’ positive flipped learning experience and intentional behaviors.