Language Learning Beliefs Research Articles

Beliefs about language learning and context: A case study of Turkish EFL learners at a Northern Cyprus University

Recently, the role of context as a determining force in shaping the beliefs and perceptions of language learners has been brought to the forefront in many studies. Although the language learning beliefs of Turkish students in the context of Turkey have been adequately investigated, lesser attention has been paid to the beliefs of Turkish students studying abroad. Thus, by adopting a mixed-method approach, the current study attempted to examine the learners’ beliefs of Turkish students in the context of Northern Cyprus. For this purpose, both quantitative and qualitative data were collected on a group of 56 Turkish-second language learners in the context under the study. The fındıngs indicated that Turkish students have varying beliefs toward language learning in the context under the study, which also varied from those of the Turkish students in the context of Turkey underscoring the dynamic, complex, and context-dependent nature of beliefs about language learning. Keywords: Beliefs; context; language; language learners; perceptions.

A Correlative Study on English Listening Beliefs and Strategies of Chinese High School Students—A Case in Fujian Province

This study investigates the correlation between language learning beliefs and strategies in terms of listening comprehension. Data were collected from 94 tenth graders in a Chinese high school in Fujian Province through questionnaires and in-depth interviews. The findings show a significant and positive correlation between English listening beliefs and strategies, which influence each other to varying degrees. Specifically, the participants were reported to hold various beliefs on English listening while employing a range of strategies for listening comprehension, though the frequency of their overall strategy use was at the medium level. Furthermore, cognitive strategies were found to be the most frequently used ones, followed by socio-affective strategies and metacognitive strategies. Based on the research findings, this article suggests that high school English teachers should help learners foster positive beliefs which normally lead to effective use of learning strategies; meanwhile, learners are advised to keep aware of what beliefs they hold, what strategies they use most or least, and what alternative strategies they can select so as to enhance their metacognition level and improve their listening comprehension.

Iranian Intermediate ESP Students’ language learning beliefs and their language learning strategies

The aim of the study is to examine the relationship between ESP students' language learning beliefs and strategy use. 68 Iranian female students studying in midwifery and nursing departments were selected. Study participants received the Quick Oxford placement, and 51 intermediate participants were selected from among them. Language Learning-Related Beliefs Inventory, and Language Learning Strategy-Inventory were used. Chi-square was used to find the relationship. The results showed that Iranian midwifery students are moderate in their beliefs about language learning, they generally use language learning strategies at a moderate level, and their preferences for language learning strategies are compensatory, metacognitive, memory, cognitive, social and affective. The results also showed that there is a positive relationship between ESP students' language learning beliefs and their use of language learning strategies. The findings of this study can also be fruitful for language learners and teachers, curriculum designers and material developers. Keywords: ESP students, language learning beliefs, language learning strategies

TEACHING STYLES AND LANGUAGE ANXIETY: THE MEDIATING EFFECT OF LANGUAGE LEARNING BELIEFS

The goal of this study was to see if language learning beliefs had a mediation influence on students language anxiety in relation to teaching style. In this case, a descriptive correlational survey was used as part of a quantitative research project. It was conducted with 332 research participants at a private institution in Digos City. Adapted questionnaires from Grasha’s Teaching Styles Inventory (2002), Horwitz’s (1987) Beliefs About Language Learning Inventory (BALLI), and Foreign Language Classroom Anxiety were the three instruments used in this study. Horwitz, Horwitz, and Cope are the three levels of the FLCAS scale (1986). The Google survey form was utilized to facilitate the investigation. In the data analysis, the mean, regression analysis, Pearson r, and the Sobel z-test were used. As a result of this research, it has been determined that there is a very high level in each teaching style. Moderate level of anxiety in the Filipino language and high level of belief in language learning. In addition, the variables in this study show a significant correlation. Thus, as a result of the significant correlation of each variable, it was found that there was a full mediation of the effect on language learning beliefs in the correlation of teaching styles and students’ language anxiety. KEYWORDS: Digos City, belief in language learning, anxiety in the Filipino language, teaching style, mediating effect

English as a Second Language Teachers and Students Beliefs about Learner Autonomy at Tertiary Level in Pakistan

This study is an endeavour to explore the language learning beliefs and activities of the teachers and the students at the tertiary level to become autonomous. This study used a descriptive survey method to collect the data from 250 students and 25 teachers from the University of Central Punjab Lahore, Pakistan. A snowball and convenience sampling method was used to collect data from three undergraduate programmes learning the English Language teachers and students. The descriptive results show that teachers believe autonomy is a western concept, and students believe autonomy means having the freedom to make choices in language learning. The study reveals that students have more autonomy in choosing material and methods of learning. Evaluation of learning and developing autonomy is the responsibility of the students. Students prefer learning alone in the library, and teachers want to involve the students in decision-making and prefer classes student-centred. Teachers also believe learner autonomy is desirable for class management and choosing topics for discussions. Moreover, teachers view that learner autonomy is feasible for the students to identify their weaknesses and strengths and monitor their progress. The results of the study have implications for the university teachers, adult language learners, trainers, and syllabus designers to improve the teaching and learning of language at the higher education level.

THE EFFECT OF ANXIETY ON SPEAKING PERFORMANCE OF L2 LEARNERS

The given article underlined the existence of anxiety in learning a foreign language. The destructive effect of language anxiety on the speaking performance who scrutinize this language as second. It is known that small stresses can be useful for a person, as they help people to concentrate and therefore make their work more efficient. Light excitement promotes greater concentration, and absolute calmness deprives a person of concentration. This idea is also true in the context of learning a second/foreign language. In short, by understanding the phenomenon of speaking anxiety, by becoming acquainted with students’ language learning experiences and beliefs, this research aid learner to comprehend the core meaning of anxiety and they will be ready to struggle with this problem. Aside from this, it will be useful for teachers to observe the ways of identifying speaking anxiety.

Willingness to Communicate: The Predictive Roles of the L2 Motivational Self-System and Self-Efficacy

<em>Research on communication emphasizes the psychological variables that play a great role in predicting a predisposition for engaging or avoiding communicative behavior. As a quantitative correlational study, this research was conducted with a convenient sample of 94 Iranian EFL learners to investigate to what degree the L2 motivational self-system and self-efficacy beliefs of language learners could predict second language willingness to communicate (WTC). A Likert scale highly reliable questionnaire containing 35 items was put to use to collect data on dimensions of the L2 motivational self-system, self-efficacy beliefs and L2 WTC. After the combined predictive ability of these variables, as a model, on WTC was measured, the study aimed at finding the unique contribution of each variable on WTC. Also, the researcher aimed at investigating whether gender would moderate each of the relationships between the explanatory variables and WTC. A set of multiple regression analyses indicated that the ideal L2 self, the ought-to L2 self, the L2 learning experience, and self-efficacy, as a whole model, was able to predict 41.6% of the variation in WTC. It was found that the ideal L2 self was the strongest predictor of WTC, followed by self-efficacy beliefs, which uniquely explained 38.7% and 16.8% of the variation in WTC scores, respectively. Additionally, it was observed that gender did not have the ability to statistically moderate any of the aforementioned relationships. The findings of this academic endeavor are discussed in relation to the potential theoretical and practical implications it has for the field of English language teaching.</em>

Internalizing Interactions

This study uses Activity Theory to explore how knowledge is constructed during peer-to-peer interactions and how this knowledge is used in individual output. Adopting a case study approach, two participants collaboratively processed feedback on jointly produced texts on four occasions. Data were collected through video recordings of participants processing feedback; collaborative writing tasks; individual writing and speaking tasks; and retrospective interviews. I investigated how participants used their dominant language and an inanimate expert to construct knowledge when responding to feedback, and then examined individual output to explore how this knowledge was drawn upon in similar, but not identical, tasks. Findings indicate use of the dominant language and an inanimate expert was interdependent with other aspects of the activity, in particular the rules and language learning beliefs. While participants’ individual output indicates this knowledge was drawn upon, it also shows that not all learning was evidenced in output.

WILLINGNESS TO COMMUNICATE AND ITS INFLUENCING FACTORS AMONG INDONESIAN PRE-SERVICE TEACHERS

Willingness to communicate (WTC) can be defined as the readiness of a language learner to enter communication situation. This study aims to identify factors affecting pre-service teachers’ WTC and to explore their perspective on the importance of WTC in relation to the study program. The study implemented both quantitative and qualitative method in order to gain deeper understanding from questionnaires and interview data. Questionnaires were used to explain interrelated relationship between variables affecting WTC among pre-service teachers. Interview data were used to report their perspective on the significance of WTC in relation to their study program. The result inferred that pre-service teachers have relatively high WTC. Motivation variable scale indicated direct positive relation to pre-service teachers’ WTC while anxiety showed a negative relationship. Language learning beliefs items were reported to be moderately agreed upon among pre-service teachers influencing their WTC. Interview result inferred that pre-service teachers mostly agreed upon the significance of enhancing WTC among learners. Implications for learning as a result from this study suggested that teachers and curriculum makers to improve teaching techniques and approaches in order to enhance learners’ WTC.

EXPLORING UNDERGRADUATE EFL LEARNERS’ BELIEFS ABOUT WCF AND THEIR IMPACT ON IMPROVING WRITING SKILLS IN PAKISTANI UNIVERSITIES

Purpose of the study: This study aims to explore students’ beliefs, which play a vital role in learning a foreign language. The present study investigated this important factor on undergraduate EFL students at Khwaja Fareed University of Engineering & IT, Rhaimyar Khan, Pakistan.
 Methodology: The study is quasi-experimental and used questionnaires and interviews. Students were divided into two groups: treatment and control groups. Writing accuracy for the pre and two post-delayed tests were checked and statistically analyzed on SPSS. Different repeated measures ANOVA tests were used.
 Main Findings: Main findings of this study revealed that there were marginal differences in the beliefs of the students from urban and rural areas. Findings also showed that types of the written CF which are the most effective were different according to their beliefs. Besides, beliefs about written CF were also found to impact students' writing accuracy significantly. Students in the control group showed significant accuracy in writing compared to the students in the control group.
 Applications of this study: The present study will be useful for constructing university students’ existing beliefs about written CF and practices with respect to learning English as a foreign language.
 Novelty/Originality of this study: This study's most significant research contribution regarding language learning beliefs is that it probes the extent to which differences of beliefs may impact students' development of writing accuracy after they received written CF. As no earlier studies could investigate this issue; hence, this study has attempted to fill an important research gap.

Investigating education students’ language learning beliefs and motivation for learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum.
 Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies

A STUDY ON THE LEARNING BELIEFS OF CHINESE AS A SECOND FOREIGN LANGUAGE FOR ENGLISH MAJORED STUDENTS OF BANKING UNIVERSITY HO CHI MINH CITY

The research surveyed the learning beliefs of Chinese as a second foreign language for English majored students of Banking University Ho Chi Minh city. Based on the theory of beliefs in foreign language learning by Horwitz (1985), we conducted a questionnaire survey with 177 students. The questionnaire results indicate that: firstly, Chinese is relatively easy to learn; secondly, children have better language learning capacity than adults; third, focus on phonetics, vocabulary and culture, not grammar; fourth, learning Chinese is useful for yourself. Female students focus on phonetics more than male students. Second-year students focus on phonetics more than third-year students, but not more grammar like third-year students. Unlike students from the central region, students from the northern and southern regions said that they must come to China to learn Chinese. The belief that "Chinese language is easy to learn", the confident and proactive attitude of using Chinese language has a positive impact on students' learning results.

The impact of collaborative instruction of language learning strategies on language learning beliefs and learner autonomy

Research on the relationship among language learning strategy, language learning beliefs and autonomy abounds in the literature. However, few studies have explored the possibility of promoting learners’ autonomy and changing their beliefs through instructing language learning strategies in a collaborative manner. In addition, most of the earlier investigations have been carried out through purely cognitive or sociocultural perspectives employing solely quantitative or qualitative methods. Using a socio-cognitive framework, the present study aimed at first, identifying the relationships among language learning beliefs, language learning strategies, and learner autonomy; and second, investigating the role of collaboration in using language learning strategies that would eventually lead to autonomy and change of beliefs. To collect data, a mixed-method design was applied. An autonomy questionnaire, Horwitz's BALLI (Beliefs about Language Learning Inventory, 1987) and Oxford's SILL (Strategy Inventory for Language Learning, 1990) were given to177 EFL learners at the University of Mazandaran in Iran. To supplement the quantitative data with qualitative data, negotiated interviews and the learners' selfreflection notes were used. The analysis was done using paired sample T-tests, SEM and also content analysis. The findings revealed that language learning beliefs affected the learners' autonomy through the mediation of language learning strategies. However, the instruction of the strategies did not have any effects on the learners' autonomy but it helped in changing their language learning beliefs. The qualitative analysis also led to identifying some categories, subcategories and their relationships to and effects on each other.

The Impact of Exploratory French Instruction on Child and Family Attitudes and Aptitudes for Learning World Languages in Preschool

While the demographic diversity of children served in early childhood classrooms continues to grow, world language learning opportunities for English-speaking preschoolers remain a rarity. Efforts to teach world languages in addition to English at the preschool level may be hampered by limited early childhood educator expertise, lack of programmatic fit, and uncertain expectations from participating families. This study used a foreign language exploratory (FLEX) program design for French language learning to examine whether these barriers could be overcome through a collaborative partnership between a world languages specialist, the classroom teacher, and the children’s families. The 10-week study involved twelve 3-year-old children from varied home language backgrounds attending an English-only preschool. Results showed that following the world language specialist’s weekly classroom visits, all participating children demonstrated some level of French language learning, and that learner engagement as a variable was strongly correlated with the child’s ability to acquire French, rather than variables of age, gender, or language used at home. Furthermore, while statistically significant differences in language learning beliefs existed between families who did and did not speak a language other than English at home prior to the study, no significant belief differences between these families were found following participation in the French program. Based on the results of this programmatic effort, the authors posit that a language ladder of supports wherein the childcare center and families form parallel sides of ongoing support while the WL specialist provides the rungs that unite both sides, may be a useful model of collaboration.

Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners

This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.

Language Learning Beliefs of Second Language Learners at Graduate Level in Pakistan

The current research aimed at examining the beliefs of Pakistani graduate students towards English language learning and assessing the stability of their beliefs after six weeks. In the process of language learning beliefs play a pivotal role. Students beliefs about second language acquisition need to be studied so that appropriate approach can be adopted. To collect data, sixty graduate students were selected by purposive sampling. BALLI (Beliefs about Language Learning Inventory, Horwitz, 1987) tool was adopted and administered twice to collect the data. The results showed that the learners are motivated and keen to acquire English language. The respondents were apprised of the significance of foreign language acquisition and highlighted the importance of pronouncing the words correctly, meanings of new words, and the benefits of drills. The results also depicted that there is stability in most of students beliefs after six weeks.

Exploring the relationship between language learning beliefs and foreign language classroom anxiety

Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.

The relationship between lexical complexity measures and language learning beliefs

Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical complexity measures (Lu 2012; 2014) and four subscales of language learning beliefs that are suggested for Horwitz’s (2013) Beliefs about Language Learning Inventory—BALLI 2.0 (Kovačević 2017). For three semesters (Fall 2014, Spring and Fall 2015), 152 freshman students at the International University of Sarajevo responded to BALLI 2.0 and wrote in-class exam essays which were converted into an electronic format. The results show 15 statistically significant correlation coefficients between 14 lexical complexity measures and three BALLI 2.0 subscales. Overall, it may be concluded that the relationship between lexical complexity measures and language learning beliefs is statistically detectable. The findings imply that the lexical complexity framework offers valuable opportunities for exploring how and to what extent particular individual differences manifest in foreign language production.

Research on Adult English Learning Model and Implementation Mechanism Based on Wisdom Learning

This study selected adult students of different gender and age as subjects, and through them，the study on adult English learning mechanism for empirical research, as to understand the adult students of different gender, age, whether have significant differences in foreign language learning beliefs and learning strategies, and explores the relationship between learning strategies and learning results in adult students’ English learning with the use of language learning beliefs. Results show that: (1) the adult students with different sex had no significant differences in learning belief, but had a significant difference in terms of learning strategies. Different age adult students have significant differences in learning belief and learning strategies.(2) learning belief has a moderate correlation between learning strategies as a whole, and all the parts of the learning beliefs and learning strategies are reached significant level. Learning strategies has low positive correlation with learning effects, reached extremely significant level. In all parts of learning strategies and learning effect present positive correlation, and reached significant level.

The Plasticity of Students’ Language Learning Beliefs: The Interplay of Gender, Grade and Educational Level

Understanding learners’ epistemological beliefs as one of the core segments underlying one’s learning experience is of cardinal importance both from the point of conveying as well as acquiring new knowledge. In English language teaching studying language learning beliefs has aroused a widespread research interest, with its genesis found in the seminal paper by Horwitz (1987), whose instrument (BALLI) was employed to collect the data in the present paper. In the under-researched context of Bosnia and Herzegovina the current study explores language learning beliefs of 233 elementary school and university students, taking into account the main and interaction effect of three factors: gender, grade and educational level. Through ANOVA and MANOVA statistical analyses, the results revealed an insignificant main effect of gender and grade on the BALLI while the latter significantly affected one of the subscales. Conversely, educational level demonstrated a significant main effect on both the BALLI and one subscale. Most importantly, the study showed interesting interplay of the three factors on the shaping of learners’ stances. These findings bring a significant realization of the complexity of the beliefs as well as their ever-changing nature with relevant pedagogical implications for the field of second language acquisition.