Students' Language Learning Beliefs at Different English Proficiency Levels: A Study Based on BALLI

概要

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This study examines the similarities or differences among the various learning beliefs of 296 university students with different English proficiency levels. In order to assess internal aspects, such as learning beliefs, of Japanese first/second year university students English learners, who do not major in English, a questionnaire that was based on the Beliefs About Language Learning Inventory (BALLI) developed by Horwitz (1987)1) was used. BALLI has been traditionally employed to measure students' language learning beliefs. Originally, BALLI contained 34 item questions. However, only 20 out of the original 34 items seemed to be significantly relevant to or important for these students' learning beliefs; I have therefore employed those 20 items plus another 3. The 23 items were then divided into four categories based on features intrinsic to a language itself or to people's conceptions about learning a foreign language. The results show both certain similarities and differences among the responses of the students with different English proficiency levels. The results of each item should be seen very carefully for teachers to observe how students feel about their language learning or to reconsider how they can help students develop more positive/active attitudes toward their English study and foster their motivation.
2010-03-31