| dc.description.abstract |
As an indispensable part of learning process, beliefs can shape learners’ decisions, learning strategies, and lifelong learning tendencies. Given the importance of beliefs in learning a foreign language, this study aims at specifying beliefs of students about learning English as a foreign language in tertiary context in Turkey. More specifically, the study bears the purpose of finding out the similarities and differences between English-major and non-English major students’ language learning beliefs. The participants were 170 university students enrolled in Adana Science and Technology University and Çukurova University. Students in Translation and Interpreting Studies and English Language Teaching departments constituted English-major students in this study. As to nonEnglish major students, they were from various departments and attended prep classes in Adana Science and Technology University. The data were gathered through the BALLI (Beliefs about Language Learning Inventory) and an open-ended questionnaire developed by the researchers. Based on mixed type research method, all data were analyzed both quantitatively and qualitatively. The data collected from the BALLI questionnaire were analyzed using Statistical Packages for Social Sciences (SPSS 21.0 version for Windows), and the quantitative data were analyzed using content analysis method. The study makes the beliefs of students in different departments explicit and shows their approaches to language, thus providing implications for both students and instructors at university level This study looks into the beliefs of students of English-major and non-English major students about learning English as a foreign language in tertiary context in Turkey. The study also aims to explore the similarities and differences between the beliefs and attitudes of these two groups of students in terms of learning English as a foreign language. The role of beliefs in language learning is undeniable; they mould students’ stance towards learning process and direct their actions in the process. Additionally, studying beliefs constitutes quite a clear way of eliciting more profound insight into the minds of language learners (Hosseini & Pourmandnia, 2013).An analysis of language learner attitudes and the underlying reasons for their actions makes it necessary to analyse the way they deem teaching and learning, and beliefs are worth researching since they either facilitate or hinder learning (Cephe & Yalçın, 2015). Similarly, Bagherzadeh (2012) notes that students’ beliefs have an effect on their attitudes, willingness and experiences; hence, they hamper or boost their learning. Successful students develop perceptive beliefs about language learning process, their own skills and strategies, which makes learning easier (Bernat & Llyod, 2007). Identification of beliefs poses an impact not only on learning but also on teaching. As Bernat and Gvozdenko (2005) point out, specifying learner beliefs and their effects as well as learner expectations and strategies can provide insight on further syllabus design and teacher practice. Teachers who are aware of the group that they will address to can organize their classroom procedures more efficiently (Nikitina & Furuoka, 2006). According to Altan (2006), beliefs are also important in teacher education programmes since prospective teachers trained to be aware of conceptions and misconceptions of the learners can deal with potential problems in their future teaching environments. English major and non-English major students constituted the participants of the present study. All the participants were enrolled in the preparatory class at Adana Science and Technology University and Çukurova University, and they were divided into two groups as Englishmajor and non-English major students. English-major students were enrolled in two departments, Translation and Interpreting Studies and English Language Teaching. As to non-English major students, they were enrolled in various departments and attended preparatory class. The present study was comprised of both quantitative and qualitative data. The quantitative data were gathered through the BALLI (Beliefs about Language Learning Inventory) and the qualitative data were obtained from an open-ended questionnaire developed by the researchers. Through the 34-item BALLI, the participants were asked to comment on the areas of language learning which included a) language aptitude; b) difficulty; c) nature; d) communication strategies; and e) motivation. In addition to BALLI, all the participants were asked to answer 8 open-ended questions that aimed to explore more in-depth data with regard to the participants’ views about various aspects of language learning. Hence, they were asked to complete sentences beginning as “Knowing a foreign language …” “Learning a foreign language is like ...”, “English is hard because…”, “English is easy because…”, “What I want to improve most in English is …”, “ I learn English best by …”, “To learn a foreign language better, students should …”, and “To help students learn a foreign language, teachers should…”. Based on mixed type research, the analyses were conducted both quantitatively and qualitatively. Analysis of the data collected from BALLI was performed using Statistical Packages for Social Sciences (SPSS 21.0 version for Windows). All the data obtained from the open-ended questions were subjected to content analysis, without any limitations in the number of participants. Quantitative results indicated that English-major and non-English major students have more similar beliefs than different ones in learning a foreign language. Although students think that everyone can speak English, they still believe that some people have special ability for learning a foreign language, which implies the impact of aptitude in learning success. When it comes to differences in their self-perceptions, more English-major students see themselves as ones with special ability to learn language, which can explain their career selection in language studies. In the difficulty issue, both English-major and non-English major students share common attitudes. For instance, they are aware of the fact that some languages are easier to learn. Likewise, students in both groups believe difficulty of speaking, and they regard writing harder than reading. Such a finding is quite expected since productive skills seem more difficult to learners and, they can be attained later than receptive skills. Zhang (2013) also remark that productive skills are more difficult for English language learners although both productive and receptive skills work in an interrelated fashion to improve one another. Both groups seem to agree with the factors making English easy, which includes its being everywhere in the world and there being many materials online. However, the two groups demonstrated differences in the factors that make learning English easy. For both groups, learning about English-speaking culture is necessary, which displays students’ awareness in the role of culture in language learning. Within the framework of language learning, students attach great importance to learning new words. Data obtained from the open-ended questions also clearly indicate that students from both groups place speaking and learning vocabulary at the top of their learning goals. Motivation issue, which concerns almost all learners, did not yield unexpected findings. Both English-major and non-English major students have concurrent ideas. Both groups undoubtedly wish to speak English well, and they believe that speaking English well will provide them with better job opportunities, which alludes to high level of extrinsic motivation. As opposed to extrinsic one, students have low level of integrative motivation. “Being in another world”, “gaining another identity” have been mentioned in other questions as well, specifically in the question that asked about students’ metaphors. As for the things expected from the teachers, both groups stated that teachers should speak English and make students speak English all the time. Both groups also mentioned some personality traits such as being patient and understanding. All students want teachers to make lessons fun and interesting, which implies students’ expecting humour in learning process. Although contexts, needs and purposes differ, learning English as a foreign language is a great need, in fact a must, for learners in the globalized world. These differences undoubtedly cause learners to develop various beliefs and attitudes towards learning English. Given that beliefs have a shaping role in learning and teaching processes, revealing learners’ stance towards language can give a direction for students, parents, teachers and policy makers, and a different point that has never been thought before can provide an insight to all stakeholders. Uncovering the beliefs of different groups can especially be useful to obtain both similarities and differences, which could feed each other in different learning environments. Exploring students’ deeper structures of beliefs may eliminate what is defined by Oxford et al. (1998) “style wars” between the teacher and students. Drawing on the findings of the present study, it is safe to say that students should be encouraged to define their beliefs and become aware of their own perspectives, and clearing students’ misconceptions can make learning a conscious process. Teachers with some awareness of students’ beliefs can be in a better position to help the students. Non-English major students should be encouraged to invest more time in learning English in its natural context, and students’ roles in their own learning process should be emphasized. Cooperation can be built between English-major and non-English major students. Further studies should be conducted to explore similarities and differences in the following years of these students’ education. |
tr_TR |