Adult language learning beliefs in an l2 classroom

Abstract

Along with advances in technology and the need to be at the forefront of knowledge, investigations concerning adult language learning beliefs have diversified and grown, especially in the case of foreign languages. Beliefs play an important role in being able to ensure student´s goals and the development of academic competences. This report was developed in order to determine how beliefs about English learning in adult learners over the age of 25 at an A1 level in a private institution affect the development of their oral skills of English. The aim of this study was determined to be of a descriptive type. Seven A1 level students participated in the study in order to reveal how their preconceived language learning beliefs affected them positively or negatively. It entailed the use of a system of evaluations, an initial placement test, two formative and one summative evaluation to determine the progress the learners had and the use of an instrument known as the BALLI (Beliefs About Language Learning Inventory) developed by Elaine Horwitz (1988). Each participant took the 35 question inventory which referenced beliefs that Horwitz had determined to cause impact in language learning. According to the class evaluation logs that were obtained throughout the report and the connection they had with the beliefs that yielded from the instrument a high percentage of positive beliefs, including a high level of motivation and expectations in English learning were revealed to influence learners’ progress while at the same time some negative beliefs were analyzed and found not to affect the general outcome of students’ progress.