Learning English as a Second Language: Beliefs of Undergraduate Students about Language Learning

Abstract

This research reports on a survey study that explored the beliefs of undergraduate students about their learning English as a second language from the University of Sargodha. Students’ beliefs about their language learning were investigated using the “Beliefs about Language Learning Inventory “and were examined in terms of five components of the inventory. Accordingly, 250 students (M=135, F=115) from social sciences participated in the study. The results indicated that the students had the strongest beliefs about Learning and Communication Strategies followed by Motivation and Expectation and The Nature of Language Learning. Foreign Language Learning Aptitude and Difficulty of Language Learning earned lower scores but were still in affirmative form. The findings also displayed no significant gender difference in the language learning beliefs of students. The study concluded with some pedagogical implications.