영어전공학생들의 언어 학습에 대한 신념에 관한 연구

Abstract

Objectives This article aims to discuss female English major students’ beliefs about English language learning at the tertiary level, hinged upon Horwitz’s Beliefs about Language Learning Inventory (BALLI), thereby identifying salient differences in learner beliefs by different academic years. Methods The BALLI questionnaire was used to obtain quantitative data from 71 Korean women’s university students, 11 of whom further volunteered to engage in interviews conducted for data collections during the spring semester of 2021. Results The results evidenced that students assumed that they could learn to speak English even though they considered it was a medium-difficult language to master. Most participants also perceived that practicing and repeating as much as possible was one of the most critical tactics at their disposal. The primary motivation for learning English was to understand the language’s speakers better; they believed that if they were equipped with proficiency in English, it would help them land a decent career. Regarding the relationship between learners’ beliefs and different academic years, statistical significance was observed in the beliefs associated with “the nature of language learning.” Conclusions The findings indicate that teachers diagnose students’ beliefs about English learning, thus better understanding and becoming aware of them. Students’ positive beliefs should be sustained and encouraged, but their negative beliefs could be alleviated by teachers’ positive instructional practices in class, instilling positive and efficient beliefs about English language learning. It is further suggested that teachers are fostered to counter flawed beliefs with valid information and pertinent knowledge as they have the prospects to affect learners’ beliefs.