Learners’ beliefs about English language learning in the context of tertiary education with reference to the undergraduates of the university of Moratuwa

Abstract

With the paradigm shift from teacher centred learning to student centred learning, the learner is considered as an active participant in the learning process. Hence, understanding learner beliefs about language learning is essential to plan and implement effective language instruction. The paper aims to study whether learner beliefs in learning English is a determining factor to achieve the outcomes of teaching English as a second Language. Thus, the English language learning beliefs held by undergraduates of the University of Moratuwa was examined. This study employed a mixed approach. The learners‘ beliefs were captured through questionnaires and interviews adapted from BALLI framework. The findings reveal that the undergraduates have confidence in their own learning ability as they perceive English not as a difficult language to learn. It also gives an insight for teachers to incorporate more communicative student- centred learning activities. Thus learners‘ beliefs not only reflect their beliefs and perceptions on how they learn but also inform the strategies that can be adopted to enhance the teaching of English as a second language at tertiary level.