Examining the guidance and counselling students' perceptions about English language learning beliefs (original) (raw)
Related papers
2020
The discussion in line with students’ beliefs about language learning is still popular nowadays since it is believed that the student’s beliefs may influence the language learning process, such as motivation, learning style, and strategies, etc. which later ultimately affected the success of language learning. This study was conducted to investigate how students of the English program at IAIN Madura (State Islamic Institute of Madura), Indonesia, express their beliefs about English language learning. This study was implemented in terms of survey study in which the data was primarily gathered by administering the questionnaire entitled Beliefs About Language learning Inventory (BALLI) of Horwitz’s (1987). The questionnaires were administered to students of English teaching and learning program through Google form. About 144 undergraduate students in the first year have participated in this study. The finding revealed the students’ beliefs in terms of percentage of agreements in all ...
Investigating University Students' Beliefs about Language Learning
RELC Journal, 2011
The aim of the study is to investigate beliefs students usually held about language learning, based on the Beliefs About Language Learning Inventory (BALLI) questionnaire . For this purpose, 423 University learners of English in Iran were selected. Running descriptive statistics and the scree plot test, five factors were extracted: Formal Learning and Motivation for English Learning, Learner's Confidence in Learning English, Strategy and Attitude in Learning English, Aptitude and Strategy in Learning English, and the Importance of English and Formal Learning.
Beliefs About Language Learning : A Study of Turkish University Students Learning English
The present study investigates the beliefs of Turkish university students about language learning. The participant students (n=180) completed Beliefs About Language Learning Inventory (BALLI). The findings of the analyses revealed that Turkish language learners hold a range of beliefs, some of which would be an impediment to successful language learning. In order to eliminate the negative effects of the beliefs the students have brought to the classroom, the language teachers should be aware of these preconceived notions.
Learners’ Belief Changes about Language Learning
International Journal of English Language Education, 2014
The present study examines university students' beliefs about language learning. Beliefs have been considered as an important factor affecting the process of language learning. In fact, this paper investigates changes in the learners' beliefs during the course of one semester. Data were gathered through the administration of Horwitz's (1988) BALLI questionnaire. Descriptive statics were applied to precisely analyze the quantitative data. The results of students' responses to the questionnaire items revealed that Iranian university students had a positive attitude regarding learning English in that it can provide an appropriate job conditions for them. One highlighting point in terms of their beliefs change included their attitude toward the difficulty of learning English that, at the end of the term, over half of them held this belief that English is a difficult language in comparison with the beginning of the International Journal of English Language Education 2 term, which nearly less than one third of the learners had this sort of belief considering English as a difficult language. The findings seem to alert our teachers to adopt an appropriate approach regarding their students' initial realistic beliefs about language learning to help the learners remove their simplistic beliefs and finally may reach to better results at the end of the term.
In the 20th and 21st centuries English has become an indispensable part of educational curriculum in Iranian schools. Despite all the efforts and investments devoted to cultivate and popularize English among Iranian language learners, the outcome could not live up to the authorities’ expectations. Learning a language is influenced by a variety of factors. Two of the most important of which are the learner’s attitude and perception toward the target language. A great body of research has proved that learners’ attitude towards foreign language learning and success in learning a foreign language are highly related. This study is to investigate the interrelated relationship students’ beliefs about language learning and their attitudes towards their teachers in Iran. As well as, the possible difference that exists between boys’ and girls’ attitudes towards learning English as a foreign language. The findings indicate that there is a low, positive and significant relationship between the participants’ beliefs about language learning and their attitudes towards their teachers. It was also observed that there is a significant difference between males and females in terms of their beliefs towards foreign language aptitude and difficulty of language learning. Based on the mean scores, it can be inferred that the females have the stronger beliefs in foreign language learning than males. Keywords: Language attitude, Gender, EFL learners, Perception, Belief, Motivation, Integrativeness.
Investigating students’ beliefs about language learning
Per Linguam, 2011
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.
Beliefs about Language Learning of Foreign Language- Major University Students
Australian Journal of Teacher Education, 2006
Beliefs are a central construct in every discipline which deals with human behavior and learning. Teachers' beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies. Teachers' beliefs also strongly influence teaching behavior and, finally, learners' development. The formation of teachers' educational beliefs in language teaching/learning process will exert an indiscernible effect on forming effective teaching methods and will bring about the improvement of learners' language learning abilities (Horwitz, 1985). The Beliefs About Language Learning Inventory (BALLI) was administered to a total of 248 foreign languagemajor university students at five universities. The participants were in the departments of English, German, French, Japanese and Arabic and they were all going to be the teachers of the language they were learning. Although most of the item alternatives drew slightly different percentages of responses, the overall pattern of responses remained strikingly consistent across language groups. The present findings indicate that students hold a range of beliefs with varying degrees of validity; in some cases, the term "myth" might be a more accurate characterization. Some results reported here may surprise language teaching educators and teacher trainers; others probably confirm their experiences and intuitions.
Students’ Beliefs About English Language Learning; a Case Study at Man 2 Kota Serang
PROCEEDING AISELT (Annual International Seminar on English Language Teaching), 2017
This research was conducted to identify students' beliefs about English learning and its reflection in English classroom. Questionnaire, observation and interview were employed to collect the data in this research. Close-ended questionnaire was administered to 26 language major students of MAN 2 Kota Serang in order to identify their beliefs. Observations were conducted to three students with different level of beliefs in order to find out the reflections of the beliefs in English classroom. Furthermore, semi-structured interview was also conducted to triangulate the data in this research. This data analysis showed that first, most of the participants (88%) possessed neutral beliefs about English language learning, Second, the students' beliefs were congruent with their learning behavior. In conclusion, students' beliefs about English language learning were obviously reflected in their behavior in English teaching and learning activity.
Iranian postgraduate students’ beliefs about English language learning / Zoiemiow Vakili
2013
Beliefs are “general assumptions that students hold about themselves as learners, about factors influencing language learning, and about the nature of language learning and teaching” (Victori & Lockhart 1995, P.224).Language learners’ beliefs lead their actions, particularly in the process of learning. Learners’ beliefs can help teachers to have a better understanding of the learners’ learning process and their success in classrooms. According to Horwitz (1988), “ knowledge of students’ beliefs about language learning may provide teachers of languages with a better understanding of their students’ expectations of, commitment to, success in and satisfactions with language classes” ( Horwitz, 1988 : 283). Although, there have been many studies on the notion of beliefs about language learning so far, yet very few of them explored Iranian students’ beliefs about English language learning. In an attempt to fill this gap, this research was conducted to find out: 1) What are Iranian postgr...
The Role of Teachers' Beliefs in the Language Teaching-learning Process
Teachers' beliefs are important for understanding and improving educational process. They closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges, influence their general well-being, and in turn, shape language learners' learning environment, their motivation and their language achievement and ability. This essay studies some previous researches on teachers' beliefs, and analyzes the role of three teachers' beliefs in the language teaching-learning process. The first part clarifies the concept of teachers' beliefs, the second part illustrates three essential teachers' beliefs about learners, learning and teachers themselves, and their role in the language teaching-learning process, the third part is the conclusion, which is consistent with the concept of teachers' beliefs.