Beliefs are key conceptions in every discipline which considers human behaviour and learning (Sakui and Gaies, 1999). Similarly, Gabillon (2005) stated that in every discipline whose concern is learning and behaviour, beliefs are seen as important concepts to be investigated since they have a subsequent impact on people’s behaviour. As for learning a foreign language, İnozu (2011) stated that beliefs have capability to affect students’ both future practices and involvements in language learning. Therefore, beliefs are implied to have a significant role during language learning process. Learners are affected by their beliefs either directly or indirectly.
According to Horwitz (1987), foreign language learners often adopt different thoughts or impressions about language learning and these predisposed notions may affect the language learners’ learning experiences both positively and negatively.
Many studies have been carried out focusing on language learning beliefs.
Horwitz (1988) stated that beliefs are different perceptions and expectations that language learners carry into any language class. Indeed, Horwitz utilized terms like preconceptions (1985), preconceived ideas (1987), and preconceived notions (1988) instead of giving exact definition of beliefs about language learning. She stated that it is important for language teachers to have an idea about what their learners believe or
perceive and what kind of expectations are brought to the class by their learners since beliefs considerably influence learners’ learning outcomes (1988). Similar to Horwitz’s approach to the definition of language learning beliefs, Victori and Lockhart (1995) defined them as common premises that students have as learners, about factors affecting language learning and about the nature of language learning. Furthermore, Yang (1999) defined language learning beliefs as predictors of learners’ learning. By considering the definitions, it can be said that it is important having idea about learners’ beliefs to better comprehend how they approach to language learning since beliefs may define learners’
approach to language learning and learners’ use of learning strategies better so that they can organize the language instruction properly (Horwitz, 1988).
Since 1980s, there has been great attention to investigate the role of affectional variables as a means of interpreting differences regarding capability of learning a new language and a good deal of investigations have been carried out on learner beliefs about language learning. One of the proponents who studied on beliefs about language learning is Horwitz (1985, 1987, 1988) seen as first researcher to elicit the language learners’ beliefs systematically. Different techniques have been employed to determine the learners’ beliefs such as diaries, journals, interviews, observations, and surveys. She designed an instrument in order to identify learners’ beliefs. Beliefs about Language Learning Inventory (BALLI) is one of the most famous inventories of studies on beliefs about language learning. She has used this instrument to collect data concerning beliefs of students and teachers. There are three different versions of BALLI today. First of all, BALLI (1985) was created in order to elicit beliefs of language teachers. In other words, firstly BALLI aimed at exploring teachers’ views about language learning (Horwitz, 1985). BALLI (1985) including four themes and 27 items is for foreign language teachers and comprised four areas: foreign language aptitude, the difficulty of language learning, the nature of language learning and language learning strategies.
Secondly, she directed her attention to ESL students and designed second version of the BALLI (1987) which includes five major fields comprising 34 statements. Then last and latest version of BALLI (1988) is developed by Horwitz (1988) for English-speaking learners of a foreign language. All of the types give only descriptive information of beliefs about language learning and each type uses Five-point likert scale items ranging from strongly agree to strongly disagree. The 1988 version of the BALLI is utilized for this investigation in order to assess participants’ beliefs about language learning. It has 34 items and assesses beliefs about language learning in five different categories:
beliefs about the difficulty of language learning, beliefs about foreign language aptitude, beliefs about nature of language learning, beliefs about learning and communication strategies, and beliefs about motivations and expectations.
2.2.1. Studies on Beliefs about Language Learning
Beliefs about language learning have sparked awareness and interest among the researchers. As a result, there are many studies conducted considering learners’ beliefs about language learning. To begin with, Horwitz (1988) examined the beliefs about language learning of 241 foreign language learners of German, French and Spanish. She used BALLI as a data collection tool. The BALLI was utilized to measure learners’
point of views on different aspects of language learning process under five main areas:
language aptitude, nature of language learning, learning and communication strategies, motivations and expectations and difficulty of language learning. She found that each group reported similar beliefs about difficulty of language learning. All three groups reported repetition and practice in language laboratory as important language learning strategies. Based on similar and different perceptions on these results, Horwitz (1988) concluded that language learners have a large number of language learning beliefs on strategy use, achievement levels, and notions of language acquisition.
Tercanlıoglu (2005) carried out a research to explore the beliefs of 118 pre-service EFL teachers at Atatürk University in Turkey about language learning regarding gender. He found that among the five different areas of beliefs about language learning, beliefs about motivation and expectations were the most effective. In other words, it was found that participants had positive emotional reactions to foreign language learning. They were not only inspired to learn a foreign language but also had strong beliefs about the significance and utility of learning a foreign language. Additionally, study found that there was a strong and close relationship among the five belief factors with each other. Regarding gender factor, significant difference was not found between the genders. In other words, it was found that participants’ beliefs about language learning didn’t vary by gender.
Altan (2006) examined 248 university students of English, German, French, Japanese and Arabic departments at different universities. Researcher investigated each groups’ beliefs about language considering the five factors of BALLI. First category was difficulty of language learning and participants believed that difficulty of language
learning was depended on the language they studied. For example, 95% of the students studying Japanese believed that their language was difficult to learn whereas 70 % of the students studying English saw their language as an easy language to learn.
Considering the beliefs about Foreign Language Aptitude, he found that great majority of the participants saw themselves as having specific abilities to learn a foreign language. As for the learning and communication strategies, participants ranging from 58% to 77% were aware of the meaningful practice and repetition. Finally, a wide range of the participants associated language skills with career opportunities in terms of finding a good occupation.
Kayaoğlu (2013) investigated good and poor language learners’ beliefs and aimed to find whether there is a relationship between them or not. He examined 146 Turkish university students at different levels of success in the target language use and reported that poor learners with certain beliefs about their self-efficacy in pronunciation and the nature of their language learning differed from those of the good learners. This implied a relationship between learners’ beliefs and their LLS use.