Bahar Kızıltunalı has been a teacher and administrator for 40 years. She  has been invited to take part in conferences and focus groups at many prestigious universities, including Oxford and Cambridge in the UK, and in Brazil. She has  undertaken training in Total Quality Management  and worked as a fully qualified Quality Inspector for City and Guilds for a time. She has worked closely with leading experts in the field of ELT and has a wide range of contacts within the world of ELT both in Turkey and abroad. One of her particular areas of expertise is testing. Having developed testing programmes for different institutions, she has also worked closely with many respected experts in this field. She also holds a Diploma in ELT Management. Email: ulku61@gmail.com

 

Background

Izmir University of Economics

Izmir University of Economics was officially established on April 14, 2001with 2 faculties, 5 schools, and 2 graduate schools pursuant to Law No.4633 published in Official Gazette No. 24373. On July 1, 2001, it moved to its current campus in Balçova with the support of Ahmet Piriştina, the Metropolitan Mayor of Izmir at the time. Starting its education journey with 288 students, Izmir University of Economics,  the first foundation university of the Aegean Region, became one of the most preferred universities across the nation, and has produced 16 thousand 200 graduates so far. A total of 464 academics, including 59 foreign nationals, work at the  university, which has almost 10 thousand students. Izmir University of Economics has made considerable progress and now offers 28 associate degree programs, 35 undergraduate programs, 30 masters programs, and 6 PhD programs.

 

Introduction

It is well known that a variety of factors contribute to second language learning success, including those in the emotional realm. Motivation, learner expectations, personality, and socio-cultural experience are all affective elements (Gardner & Macintyre, 1992; Skehan, 1989). These elements  also related to learners' preconceptions about how language is taught, in other words,  their beliefs. These views were first referred to as "learner assumptions" (Riley, 1980), "mini-theories" (Hosenfeld, 1978), and "insights" (Riley, 1980). (Omaggio, 1978). Learners appear to be directed by 'representations' of learning, the learning program, and their role in the learning process, according to Holec (1987). Similarly, in discussing a  case study involving  two language learners and their learning techniques, Abraham and Vann (1987) propose that learners have a philosophy of how language is learnt at some level of consciousness, which informs their approach to language learning settings, and which is reflected in both observable and unobservable learning and communication tactics (p. 96).

Individual students' use of learning techniques varies dramatically (Altan, 2003; O'Malley Chamot, 1990; Oxford, 1992, 1993; Oxford & Cohen, 1992; Wenden & Rubin, 1987). Success in language education is commonly associated with programs, books, and contact hours. Educators search for  the best approach and the most suitable  age, and learners  flock to language schools overseas, seeking  a miracle that would see them  return to their home countries with good language skills. However,  the role  of "beliefs" in language learning has received much less attention from researchers.

 The current study examines the similarities and differences  in language learning attitudes between students in a Turkish medium program and those in an English medium program. It investigates learners' perceptions, and how their belief systems play a significant role in their learning process. In the study 200 participants completed The Beliefs About Language Learning Inventory (BALLI) and a demographic information questionnaire.   

Every field revolves around beliefs, which have a direct impact on behavior and learning. Beliefs are referred to as central because intents and acts are the outcome of attitudes, which are in turn the result of the construction of beliefs. Learners' poor language learning performance may be linked, at least in part, to their negative perceptions about themselves as learners, learning circumstances, and the nature of language learning.

Beliefs assist people in defining and understanding the world and themselves, as well as defining tasks and playing a crucial part in determining action (White, 1999). Researchers have recognized the importance of language beliefs in the foreign language learning process, and  are increasingly focusing on students' language learning beliefs and their impact on motivation, anxiety, and method utilization.  (Horwitz and Cope, 1986; Yang, 1999; Horwitz and Gregersen, 2002; Lee, 2002).

The domain of affective variables includes attitudes, motivation, anxiety, and other affective factors, such as language acquisition beliefs. Beliefs are "psychologically held understandings, premises, or assertions about the universe that are believed to be true," according to Richardson (1996, p. 103). Because "beliefs are predispositions to behavior," it is important that language instructors and curriculum designers assess the beliefs that learners bring to the  classroom (Rokeach, 1968, p. 113). The importance of learners' beliefs as a defining aspect of their learning behavior is supported by educational psychology; according to Pintrich and DeGroot (1990), those  who consider that their language research is exciting and significant are more actively involved in the learning process and more persistent in their academic work. In addition, educators must be able to communicate effectively with their students in order to reinforce accurate beliefs and discourage inaccurate ones.

 

Theoretical background

Learners of second and foreign languages have preconceived notions about what language acquisition entails and how a second language should be acquired (Horwitz, 1987). Learners' methods and behaviors  are likely to be influenced by these prior ideas (Horwitz, 1987; White, 1999). Some scholars believe that  different learners can hold very different beliefs, any of which can be useful to learners, while others believe that certain  ideas might in fact harm language acquisition. Mantle-Bromley (1995) proposed that learners with positive attitudes and realistic language-related beliefs are more likely to behave in a more productive manner than those with negative attitudes and erroneous beliefs. Positive views, according to Mori (1999), can compensate to certain extent fora lack of ability. Horwitz (1987), on the other hand, was worried that some misunderstandings or false ideas may sabotage language acquisition performance. Researchers in second language acquisition have investigated learners' beliefs about language learning for more than two decades, based on these views on the effect of  beliefs on  behaviors and success. Researchers consider that  understanding the beliefs of  second and foreign language learners will help them design language classes and curricular that accommodate these beliefs. Furthermore, it is envisaged that, in the process, it will be possible to adjust learners' assumptions that may have a detrimental impact on their language learning performance.

Learner beliefs are "beliefs held by language learners regarding what goes into learning a language, how to acquire it, and their own capacity to learn it" (Ellis & Shintani, 2014, p. 340).  Learner beliefs are one of the most powerful variables in using linguistic techniques,  determining levels of autonomy and motivation; however,  the  correlations between learner beliefs and learning engagement have seldom been examined or speculated on  according to Ellis & Shintani, (2014). In their example case study, qualitative research was undertaken with two first-year students (one successful  and one less-successful learner) at a Japanese private high school in the 2017 school year, using a survey with 12 open-ended questions and semi-structured interviews. The goal was to examine  how student views about language acquisition affected out-of-class learning. Despite different  learning methodologies, the results showed that both learners had similar learning attitudes, which determine their engagement in out-of-class learning. As a result, learner beliefs and their participation in out-of-class learning were shown to be linked in this case study.

As well as influencing success, learner beliefs were identified by Horwitz et al. as a factor in language learning distress (1986). Learners' perceptions of language acquisition have a substantial impact on the  learning process, according to extensive studies. Horwitz (1987) also argued that learners' capacity to use a range of methods is likely to be limited by their underlying preconceptions, for example,  feel that they should not speak in a foreign language until they have perfected it, while others believe that if they are allowed  make mistakes early in their language study,  it will be  difficult for them to speak appropriately later.

In his theory of planned behavior, Ajzen (2005) builds on Horwitz's work, stating that ideas about an object are created through  mental links with particular features, such  as traits, other objects, or events. When an object is associated with a number of beneficial characteristics, a favorable attitude is generated. The strength of the belief, which is regarded as  the fundamental predictor of a person's attitude, is influenced by the likelihood that the object exhibits the desired attributes, which is entirely subjective. According to Ajzen (2005), beliefs about a wide range of objects, acts, and events can be created directly through observation, self-generated through inference processes, or indirectly through information from outside sources, such as peers, television, newspapers, books, and teachers. Such attitudes tend to develop organically and logically.

In this case, "English" is the object to which various attributes, such as difficulty, culture, phonology, and so on, are attached in the minds of learners, based on their direct, indirect, or self-generated experience in the context of foreign/second language acquisition, according to Ajzen's definition. Each student comes equipped  with a distinct attitude toward English and studying it, based on self-acquired linguistic traits. A student with  a good attitude will develop plans to study the language and follow through on those goals. If the attitude is negative, on the other hand, the outcome will be the polar opposite.  As a result, beliefs can either aid or inhibit learning.

“From a practical standpoint, teachers must understand not only what their students believe about language learning, but also whether such beliefs are functional or dysfunctional, as well as how dysfunctional beliefs might be modified” (Benson and Lor, 1999, p. 471).

Educators might use this method to spend some time supporting pupils in eliminating their misconceptions. Thus, Holec (1981:27) recommends that language learners undertake psychological preparation or "deconditioning" in order to rid themselves of mental ideas and prejudices that cause obstacles.

Since Horwitz's groundbreaking study in 1985, researchers have revealed that some learners' ideas about language learning have negative consequences. Recent studies on  language learners’ views of have looked at learning environments in various cultures (Wenden, 1986; Horwitz, 1988; Oh,1996; Wen and Johnson, 1997; Benson and Lor,1999). These studies gathered and analyzed data on learners' views in a variety of ways, with a focus on language learning.

The correction of erroneous beliefs stemming from earlier unpleasant experiences, according to Dewey's experiential continuum theory, is crucial to boosting the instructional value of future experiences. According to this theory, correcting erroneous beliefs resulting from such  experiences is critical to increasing the educational effectiveness of future experiences.

Learners’ beliefs about language learning can have critical effects on their ability, and expectations to learn a language (Kunt, 2007).

 

Literature review

The majority of studies looked into the language learning beliefs of people studying different foreign languages, or those aiming to become  language teachers. The focus of research in FL has evolved from teacher-directed instruction to student-centered learning since the advent/start of cognitive psychology (ref). It is generally widely accepted that students bring their own mental materials and experience to the language course. e.g., Parviz, 2013; Csizér &Dörnyei, 2005; Masgoret & Gardner, 2003; Siebert, 2003; Pajares & Schunk, 2002; Zeldin &Pajares, 2000; Mori, 1999).  It is now widely understood that each learner has  a complex network of attitudes, experiences, expectations, and beliefs about language and language learning (Benson, 2001). Some of the resulting assumptions have been demonstrated to hinder language learning in research (e.g., Parviz, 2013; Csizér & Dörnyei, 2005; Masgoret & Gar, 2005)

Subjective assumptions, representations, and conceptions held by  learners about language learning are often defined as language learning beliefs. These beliefs constitute a metacognitive framework, involving specific concepts  about the learners themselves, the nature and difficulty of language learning, the effect of variables such as age, gender, or ability on the learning process, and so on. (Öz, 2007; Richards & Schmidt, 2002)

FL learners' attitudes on FL learning are often influenced by their previous language learning experiences, as well as their own cultural backgrounds (Liao & Chiang, 2003). If aware of such ideas, language educators may have a better grasp of their students' "expectations of, commitment to, success in, and happiness with their language classes" (Horwitz, 1988: 283). This information to make more informed teaching decisions (Bernat & Gvozdenko, 2005; Frugé, 2007) and take a “more sensitive approach to the structuring of learning opportunities” (Bernat & Gvozdenko, 2005; Frugé, 2007). (Cotterall, 1999, p.494).

Truitt (1995) discovered a link between learners' ideas about language learning and their background characteristics, and  Mattheoudakis (2007) found that student teachers’  strong beliefs  influence their language learning and teaching. Furthermore, according to Kunt (2007), learners' beliefs are formed by their cultural origins and stem from their prior learning experiences, while  Diab (2000) and Horwitz (1987, 1999) similarly suggested that cultural background could influence attitudes toward language learning. They also suggested that the educational and language learning contexts in various nations could play a role.

"From a practical aspect, teachers must be aware of not just what their pupils believe about language learning, but also whether such beliefs are functional or dysfunctional, and how dysfunctional beliefs might be transformed" (Benson and Lor, 1999, p. 471).Thus,  it is crucial to correct erroneous ideas rooted in earlier unpleasant experiences, according to Dewey's experiential continuum theory, to improve the educational effectiveness of foreign language learning.

Overall,  appropriate views about language acquisition have a have a stronger overall impact on learning than  negative ones. The current study looked into the relationship between EFL learning beliefs and attitudes to explore the link between  the two variables in the current sample. According to Bernat (2006: 203), investigating the relationship between beliefs and other factors "bears ramifications for possible instructional intervention strategies in the classroom seeking to change those ideas, which may hamper the learning process."

Another goal of identifying language learning beliefs is to understand whether  they relate to poor performance in a specific set of learners, which is the focus of  the current study. This is in line with findings on  association between language learning beliefs and affective factors such as anxiety (Tsai, 2004; Kunt, 1998), motivation (Kim-Yoon, 2000; Banya & Chen, 1997), and attitude (Banya & Chen, 1997).

As an example of the effect of language learners’ beliefs, according to Abraham and Vann (1987),  these  may  influence the variety and flexibility of the individual’s language learning strategies. Bundak (2006)  supported this view and Yorio (1986) found that certain  beliefs may have negative influence on language learning .

 

The study

This study employs Horwitz’s BALLI (1988) with the aim of  comparing  beliefs about language learning held by students in  English and Turkish medium faculties

This study examined the perspectives of students at the Izmir University of Economics on language learning. To understand differences in  attitudes toward language acquisition, students were recruited from Turkish (law) and English-medium programs (architecture, business administration, psychology, and engineering). A total of 200 students participated in the survey. The normality test was performed using descriptive statistics and graphs, and 5 extreme results were discarded. 185 indicated their departments. We evaluated the data using SPSS 21 after this procedure. Manova was used to identify significant differences in  students' language learning difficulty, foreign language aptitude, learning and communication strategies, motives, and expectations. Partially eta squares were analyzed using the Cohen (1988) index, which is one of the effect size indexes. (Cohen)

 

The questionnaire

BALLI The Beliefs about Language Learning Inventory

 

Findings

The outcome section covers foreign language students’ perceptions of the difficulties in  language acquisition, their foreign language aptitude, the nature of language learning, learning and communication techniques, and motives and expectations.

The difficulty of language learning

The majority of BALLI questions in the difficulty of language acquisition category are focused on  students' impressions of the foreign language  learned. The current study backs up the conclusions of numerous earlier studies in the field, indicating that language learning difficulty is organized in a hierarchy (Horwitz, 1987; Altan, 2006). Eighty-two percent of English medium faculty students and eighty-five percent of Turkish medium students, for example, evaluated the language they were learning as challenging.

When asked, "If someone spent one hour a day? learning a language, how long would it take him/her to become fluent?", both groups appeared to be optimistic, believing it would take no more than two years. The  other questions in this  category (3, 4, 15) elicited comparable answers from each group, and this category elicited the most agreement between the groups.

 

Foreign language aptitude

The BALLI items in this area are designed to see if respondents believe in the existence of innate  talents for  learning a foreign language. Most students from both groups agreed that "Some people are born with a specific skill that helps them learn a foreign language,". Eighty-eight percent of English medium faculty students, and ninety-three percent of Turkish medium students felt that some  are born with a gift for languages. In contrast, when asked if "women are better than men in learning languages," only forty-eight percent  agreed.

 

The nature of language learning

BALLI entries in the nature of language learning category range from items defining language learning to items describing how a foreign language is best learnt, such as residing in a country where the target language is spoken and exposure to foreign culture.

There was  agreement between  two groups on the  item that stated, "It is vital to know the foreign culture in order to speak the foreign language

Despite the widespread  assumption that living in a nation where the target language is spoken is the most effective  acquisition method, only seventy-two and  eighty percent of the English and Turkish medium groups, respectively  replied favorably. Regarding  learners' perceptions of language acquisition, over half of those polled stated that learning a foreign language primarily comprises studying grammatical rules and translating from English. The was little difference in the two/three groups’ responses to the statement  "Acquiring a foreign language is largely a question of learning a lot of new vocabulary terms,". seventy-nine to eighty-one percent of English and Turkish  groups, respectively agreed with the statement.

 

Learning and communication strategies

This group of BALLI questions was concerned with the application of learning techniques and communication tactics, and all focused on  measuring students' views of  actual classroom activities. The majority of students agreed in the value of using audio resources to practice and repeated what they had learnt. Items on other aspects of communication tactics, on the other hand, elicited mixed answers.

When  asked whether "it is necessary to speak a foreign language with an outstanding accent," ninety-one percent of both groups agreed. Similarly, all agreed with that statement "If I heard someone speaking the language I'm attempting to learn, I'd walk up to them and practice speaking the language,".

Responding to the  statement "I feel self-conscious speaking the foreign language in front of other people," forty-two percent of French students agreed, compared to fifty-eight percent of English students and forty-nine percent of German students. If French learners had sought every chance to talk with fluent French speakers based on the first two assertions, they would have.(this is the first and last mention of French and German students)

 

Motivation and expectations

BALLI items measure the motivation level of students in learning foreign languages. Eighty-five to eighty-nine percent of students in The English and Turkish groups respectively agreed with the statement: “If I learn to speak this language very well, I will have many opportunities to use it”.

When asked if they would like to study the language in order to get to know the speakers better, 73% of English medium group  and 62% of Turkish medium group  agreed. This item was designed  to assess students' integrative motivation, and did not appear to show  a strong  desire to communicate with native speakers.

 

Conclusion

The current study explores Turkish university students' attitudes on language learning. The Beliefs About Language Learning Inventory (BALLI) was completed by 200 participants. The results found that English language learners possess a variety of beliefs, some of which might constitute barriers to successful language acquisition. Language teachers should be aware of these preconceived assumptions, and make efforts to  eliminate the harmful impacts of the beliefs.

According to the present results, students hold a range of ideas with varying degrees of validity, such as the dubious statement "some people are born with a special aptitude to learn a foreign language” and the more realistic statement “it is easier for youngsters to study a foreign language than it is for adults,".

The BALLI appears to have demonstrated its value  in eliciting and comparing a wide range of student beliefs regarding language learning.

Some of the students' perspectives were, in Horwitz’s terms, “indicative of a constrained view of language development" (p.288). For example, over half of the respondents felt that learning a foreign language consisted mostly of memorizing grammatical principles, translating from a foreign language, and memorizing a large amount of new vocabulary.

The main purpose of this study was to compare the beliefs of  groups from English medium program  and Turkish medium program groups, in terms of  the categories of BALLI, and to discover the areas of similarity and difference. Learners from both groups, from Turkish (law) and English-medium programs (architecture, business administration, psychology, and engineering) appeared to have a high level of motivation and confidence to learn and speak the language. They also agreed on the importance of  pronunciation in speaking.

 Some of the students' perspectives were, in  Horwitz's terms,  "indicative of a constrained view of language development" (p.288).

For example, over half of the respondents felt that learning a foreign language consisted mostly of memorizing grammatical principles, translating from a foreign language, and memorizing a large amount of new vocabulary.

As in Horwitz’s study, some views the students held were also “indicative of a restricted view of language learning” (p.288). For example, almost half of the respondents agreed that foreign language learning was mostly based on learning grammar rules, translating from a foreign language, and intensive vocabulary learning. Learners agreed  that it would take maximum two years to become fluent in a foreign language. The danger of this belief is the possible disappointment  if they were unable to learn language with the strategies  employed and with the time frame they anticipate reaching   fluency in a language (Horwitz, 1998). Language teachers could implement and discuss positive instructional practices and realistic expectations in the classroom (Horwitz, 1998) to help alleviate the negative

preconceived beliefs of some  learners. Thus, positive communication between teacher and student could be the key to successful language learning.

 

References

Altan, M. Z. (2006). Beliefs about language learning of foreign language-major university students. Australian Journal of Teacher Education. 31(2), 45-52.

Bernat, E. (2004). Investigating Vietnamese ESL learners’ beliefs about language learning. English Australia Journal. 21(2), 40-55.

Bernat, E. (2006). Assessing EAP learners’ beliefs about language learning in the Australian context. Asian EFL Journal. 8(2), 202-227. Retrieved from http://www.asian-efl-journal.com/June_06_eb.phb

1506 Sibel Ariogul et al. / Procedia Social and Behavioral Sciences 1 (2009) 1500–1506

Graham, S. (2006).

A study of students’ metacognitive beliefs about foreign language learning and their impact on learning. Foreign Language Annals, 39(2), 296-309.

Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language

Annals. 18, 333-340.

Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & R. Rubin (Eds.), Learner strategies in language

learning. (pp. 119-129). London: Prentice Hall International. 119-29.

Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal. 72(3), 283-294.

Nikitina, L., Furuoka, F. (2006). Re-examining Horwitz’s beliefs about language learning inventory (BALLI) in the Malaysian context.

Electronic Journal of Foreign Language Teaching. 3(2), 209-219.

Oz, H. (2007). Understanding metacognitive knowledge of Turkish EFL students in secondary education. Novitas-Royal. 1(2), 53-83.

Rifkin, B. (2000). Revising beliefs about foreign language learning, Foreign Language Annals 33(4), 394 420. 33(4), 394 420.

 

Please check the Pilgrims f2f courses at Pilgrims website.

Please check the Pilgrims online courses at Pilgrims website.

 

Appendix A

The questions of the questionnaires translated into English and collated

into one single list

Part 1. Statements to be judged along a five-point scale

The possible answers for questions 1-3, 5-14 and 16-39 are:

completely agree /  agree/  both agree and disagree/disagree/completely disagree

The possible answers for question 4 are:

very difficult / difficult / of medium difficulty / easy / very easy

The possible answers for question 15 are:

less than a year / 1-2 years / 3-5 years / 5-10 years / you cannot learn a language 1 hr/day

1. It is easier for children than adults to learn a foreign language.

a)  completely agree

b)  agree  

c)  both agree and disagree 

d)  disagree

e)  completely disagree

2. Some people have a special ability for learning foreign languages.

a) completely agree

b) agree 

c) both agree and disagree 

d) disagree

            e) completely disagree

3. Some languages are easier than others.

 a)  completely agree

 b)  agree  

 c)  both agree and disagree 

 d) disagree

 e) completely disagree

4. The English language is:   

                        a) a very difficult language

                        b) a difficult language

                        c) a language of medium difficulty

                        d) an easy language

                        e) a very easy language

5. I believe knowing English is important in business life.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

6. People from my country are good at learning foreign languages.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

7. It is important to speak English with an excellent pronunciation.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

8. It is necessary to learn about English speaking cultures to speak English.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

9. You shouldn’t say anything in English until you can say it correctly.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

10. It is easier for someone who already speaks a English to learn another one.

a)  completely agree

b)  agree  

c)  both agree and disagree 

d)  disagree

e)  completely disagree

11. It is best to learn English in an English speaking country.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

12. I enjoy practicing English with the native English speakers I meet.

1. completely agree
2. agree
3. both agree and disagree 

d)  disagree

e)  completely disagree

13. It’s OK to guess if you don’t know a word in English.

1. completely agree
2. agree
3. both agree and disagree 

d)  disagree

e)  completely disagree

14. If someone spent 1 hr/day learning a language, how long would it take them to speak the language very well?

a)less than a year

b) 1-2 years

c) 3-5 years

d) 5-10 years

e) you cannot learn a language 1 hr/day

15. I have a special ability for learning English.

1. completely agree
2. agree
3. both agree and disagree 

d)  disagree

e)  completely disagree

16. The most important part of learning English is learning new words.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

17. It is important to repeat and practice a lot.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

18. Women are better than men at learning English.

1. completely agree
2. agree 
3. both agree and disagree
4. disagree
5. completely disagree

19. People in my country feel that it is important to speak English.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

20. I feel shy speaking English with English native speakers.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

21. I feel shy speaking English with non-native speakers.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

22. If beginning students are allowed to make mistakes in English, it will be difficult for them to speak correctly later on.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

23. The most important part of learning a foreign language is:

                  a) learning grammar

                  b) learning vocabulary

                  c) reading

                  d) listening

                  e) speaking

24. It is easier to speak than understand English.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

25. It’s important to practice with:

                     a) audio-material

                     b) dictionaries.

                     c) with native speakers

                     d) books

                     e) interactive material

26. Learning a English  is different than learning other academic subjects.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

27. The most important part of learning English is learning how to translate from my own language.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

28. If I learn to speak English very well, I will have better job opportunities.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

29. People who speak more than one language are very intelligent.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

30.It is important to learn to speak English very well.

1. completely agree
2. agree 
3. both agree and disagree

d)  disagree

e)  completely disagree

31. I t is important to make friends with English people to learn English.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

32. Everyone can learn to speak a English.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

33. It is easier to read and write English than to speak and understand it.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

34. It’s important to practice with English speaking films./talk shows/etc

1. completely agree
2. agree
3. both agree and disagree
4. disagree
5. completely disagree

35. It is important for language learning to read newspapers and magazines in English.

1. completely agree
2. agree
3. both agree and disagree 
4. disagree
5. completely disagree

36. It is important to understand English speaking people’s way of thinking to learn a language.

1. completely agree
2. agree 
3. both agree and disagree
4. disagree
5. completely disagree

37. I want to make friends with non-native English speakers.

1. completely agree
2. agree 
3. both agree and disagree 

d)  disagree

e)  completely disagree

38.  Using a bilingual dictionary is an effective way of learning English.

1. completely agree
2. agree 
3. both agree and disagree 
4. disagree
5. completely disagree

39. Using a monolingual dictionary is more effective than using a bilingual dictionary when  learning English.

1. completely agree
2. agree
3. both agree and disagree 

d)  disagree

e)  completely disagree

40. How much time do you allocate to study English eveyday?

       a) 30 mins  

       b) 1 hr    

       c) 2 hrs    

       d) 3 hrs 

       e) more than 3 hrs 

 

Part 2. Personal questions

1. Your gender? Male / Female (Please circle the correct answer!)

2. How old are you? _________________________________

3. How long have you been learning English? _________________________________

4. What other languages have you studied? _________________________________

5. Where did you go to secondary school? _______________________________

6. Did you participate in extracurricular English lessons? Yes / No (Please circle the correct answer!)

7. Write your department.

 

Please check the Pilgrims f2f courses at Pilgrims website.

Please check the Pilgrims online courses at Pilgrims website.