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Learners’ Beliefs about English Language Learning in the Context of
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approach. The learners’ beliefs were captured through questionnaires and interviews adapted from
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the teaching and learning process. As such, learners’ beliefs and perceptions are significant learner
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This study examines the learners’ beliefs in learning English at tertiary level in local context in order to
discover whether learners’ beliefs in learning English is a contributory factor in teaching English at
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What are the learners’ beliefs about learning English at tertiary level of education?
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PDQGDWRU\ WR enhance students’ communicative skills through the integration of four skills and
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Approaches to investigate learners’ beliefs
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DSSURDFKWRLQYHstigate learners’ beliefs. According to Hofer & Pintrich (2004), they vary in terms of
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DQGWKHUHODWLRQVKLSEHWZHHQEHOLHIVDQGDFWLRQV7KH QRUPDWLYHDpproach sees beliefs as individuals’
stable ‘preconceived notions, myths or misconceptions’ (Horwitz 1988). A Likert scale questionnaire
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that constitutes their ‘theories in action’ (Wenden 1987). It investigates beliefs through content,
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of learner beliefs. BALLI is an instrument designed to assess teachers’ opinions on several issues
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States listed their beliefs, other people’s beliefs, and their students’ beliefs about language learning.
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studies employing factor analysis conducted by Yang (1999) and Park (1995), have proven BALLI’s
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learners’ beliefs. +RUZLW]VWDWHGVHFRQGODQJXDJHOHDUQHUVRIWHQKROGGLIIHUHQWEHOLHIVRUQRWLRQVDERXWODQJXDJH
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account for as much variation as cultural differences, research has also proven that learners’ beliefs
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study revealed that the MICSS and the NSS students’ beliefs differ primarily on their perceptions of the
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teachers’ race/culture/mother tongue, ideal English classroom, and motivation in relation to
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students’ beliefs are closer to the learnercentered principles but the MICSS students’ beliefs are still
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students’ unsuccessful English learning experiences. Even though students generally perceive English
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learning English Fujiwara (2011); Peng & Hui (2012); Riley (2006); Sioson (2011). Students’ opinions
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DELOLW\Peacock (1999) and Wu (2008) present students’ agreement about the importance of learning
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repeating and practising. Most studies including the study Peng & Hui (2012) report students’
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believe they will learn to speak English well. This finding consolidates Wu’s (2008) and Huang and
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