Exploring the Language Learning Beliefs of ‘Above Average’ and ‘Below Average’ English Language Students at a Teacher Training College in China

Abstract

Language learning beliefs (LLB) are learners' conceptions, perceptions, and beliefs about the process, methods, and goals of language learning, as well as their own roles and abilities in learning. These beliefs can influence learners' choice of learning strategies, motivation, learning outcomes, and attitudes towards the learning process.Beliefs are usually rooted in learners‘ cultural and educational backgrounds and personal experiences, and have a significant impact on learners’ choice of learning strategies, motivation, and achievement. This study conducted a quantitative research to explored the language learning beliefs of ‘above-average’ and ‘below-average’ English language students at a teacher training college in China with Beliefs About Language Learning Inventory (BALLI). After collecting data from 156 participants, the result of the survey showed that ‘above-average’ group students owed more confidence in language learning aptitude, most of the ‘above-average’ students think that English is medium difficulty and most of ‘below-average’ students think it difficult or ever very difficult. As for nature of language, these two groups also view it differently; they shared the same learning strategies but different communication strategies; the motivation to learn English is in agreement but the ‘above-average’ group is more motivated by getting a good job. Different learners have different language learning beliefs. Therefore, understanding and considering learners‘ beliefs about language learning in language education research is crucial to designing effective teaching methods and improving learners’ learning outcomes.