Investigating students’ beliefs about language learning

Abstract

There is widespread current interest in language learning studies regarding the extent to which student beliefs can influence the language learning process. Whilst institutions may set up frameworks to enable students to learn languages successfully, many researchers contend that ultimately it is the belief systems of the students themselves which will contribute most to the final outcome of the teaching process. This article explores the idea that the language learning process among students is substantially influenced by their beliefs about this process. A questionnaire based on Horwitz's (1987) BALLI instrument was used to assess students' beliefs in terms of language learning, and the issues are discussed within the categories of aptitude, motivation, learning and communication strategies, the nature of learning, and the difficulty of language learning. The results indicate that the beliefs of the students can have a negative influence on their learning strategies which, in turn, affect the success or otherwise of the language learning process. This article thus concludes with suggestions on how to address the negative mindsets of the students concerned in order to create environments that would be more conducive to achieving positive results.

A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

“…In this regard, teacher and parents as the influential people in English learning process will play the important roles in establishing the valuable, creative, and interesting English learning experiences that will drive the students to hold or keep on the positive beliefs in order to improve their English achievement. It was in accordance with Horwitz in Boakye (2007) who proves that the beliefs the students have affect how they go about doing it.…”

“…This result was inconsistent with Angelianawati (2012) and Hayati (2014) who found that beliefs about language learning in general had significant correlation with English academic achievement. Horwitz in Boakye (2007) says that the beliefs students have about language learning can affect how the students go about learning it. Boakye (2007) emphasizes that learners' beliefs have an important role in students' experience and their success or failure as language learners also supports their beliefs.…”

“…Horwitz in Boakye (2007) says that the beliefs students have about language learning can affect how the students go about learning it. Boakye (2007) emphasizes that learners' beliefs have an important role in students' experience and their success or failure as language learners also supports their beliefs. Considering success in language learning, Stevick as cited in Rubio (2007) argues that besides paying much attention to material, teacher also should pay more attention to psychological factors of the learners in the classroom.…”

EFL Prospective Teacher Educators’ Beliefs towards the Use of WhatsApp in English Learning and Teaching

“…the teaching and learning of English using WhatsApp. In addition, regards of the nature of belief per se, this study refer to Borg's (2001) definition of belief. Borg (2001) posits that beliefs are germane with the proposition or judgment hold true by individuals and therefore inflame commitment.…”

“…In addition, regards of the nature of belief per se, this study refer to Borg's (2001) definition of belief. Borg (2001) posits that beliefs are germane with the proposition or judgment hold true by individuals and therefore inflame commitment. Hence, the beliefs of the teachers of this study relate to verbal statements of proposition or judgment perceived true by the teachers.…”