Beliefs About Language Learning among College of Teacher Education Students

Abstract

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.