Foreign language learners’ beliefs about language learning: a study on Turkish university students

Abstract

The present study addresses the differences and similarities among English, German, and French language groups’ beliefs about language learning. The participant students (n = 343) completed Beliefs About Language Learning Inventory (BALLI) and a demographic information questionnaire. The results of a cross-tabulation of thirty-four items showed that although French language learners had more positive expectations in language learning, all three groups held certain beliefs that would be detrimental to their long-term language learning. To alleviate the negative outcomes of these beliefs on language learners, theLanguage teachers could implement and discuss positive instructional practices and realistic expectations in the classroom.

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