English learning beliefs of English majors and non-English majors
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초록
The purpose of this study is to examine the dimensional structure of the beliefs about English language learning of Korean undergraduate students and to find if there are significant differences in beliefs of English majors and non-English majors in relation to gender and foreign country experience. The participants were one hundred sixty-nine Korean university students. The quantitative data from the “Beliefs about Language Learning Inventory (BALLI)” questionnaire were analyzed through a factor analysis and the analysis revealed six independent and interpretable dimensions of the items. Statistically significant differences between the beliefs of English majors and non-English majors were found on speaking strategies and the nature of language learning. The results suggest that the BALLI items can cluster into distinguishable and independent dimensions. This study supports the multidimensional characteristics of the BALLI. The findings of the study also suggest that learners’ beliefs about English learning relate to learner variables such as the field of study, gender, and foreign country experience. The conclusions of this study along with pedagogical implications and limitations are discussed.
Abstract
The purpose of this study is to examine the dimensional structure of the beliefs about English language learning of Korean undergraduate students and to find if there are significant differences in beliefs of English majors and non-English majors in relation to gender and foreign country experience. The participants were one hundred sixty-nine Korean university students. The quantitative data from the “Beliefs about Language Learning Inventory (BALLI)” questionnaire were analyzed through a factor analysis and the analysis revealed six independent and interpretable dimensions of the items. Statistically significant differences between the beliefs of English majors and non-English majors were found on speaking strategies and the nature of language learning. The results suggest that the BALLI items can cluster into distinguishable and independent dimensions. This study supports the multidimensional characteristics of the BALLI. The findings of the study also suggest that learners’ beliefs about English learning relate to learner variables such as the field of study, gender, and foreign country experience. The conclusions of this study along with pedagogical implications and limitations are discussed.
참고문헌 (23)
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