Students' educational beliefs about English language learning in Jordanian context

Abstract EN

The present study looks at the beliefs about English language learning of freshman and senior students at Mu'tah University in Jordan.

The sample consisted of (104) EFL student in two English language courses (47 senior students) and (57 freshman students) as operated during the second semester, 2008/2009.

The study emplyed a self-reported questionnaire of Horwitz’s (1988) Beliefs About Language Learning Inventory (BALLI).

The current study presented evidence on the identification and comparison of the educational beliefs held by the two sets of students.

The quantitative analysis concludes that a range of contextual factors, learning experiences, cultural influence and reflective practices, influences educational EFL students’ beliefs.

The study reported discrepancies in educational beliefs between the two groups concerning language aptitude, perceptions of how difficult language learning is, and how communication and learning strategies should be used.

In conclusion, this opposite relationship between the beliefs of both groups (freshman students and senior students) may be more significant, and may have more impact on the quality of university education.