An Exploration Of Beliefs About Language Learning And Their Language Learning Strategy Use Of Efl Learners Debre Markos University In Focus

The purpose of this research is fourfold. The first is to examine the overallrnstrategies and beliefs about language learning by EFL learners atrnuniversity level. The second is to find out most/least common strategiesrnused and beliefs held by EFL learners. The third is to investigate therncorrelation between EFL learners’ beliefs about language learning andrntheir strategy use. The final purpose is to examine the effect of backgroundrnvariables (gender, proficiency and academic major) on EFL learners’ beliefsrnand their strategy use.rnThis study investigated the beliefs about language learning and theirrnstrategy usage of 402 university EFL students. Five instruments werernused to measure students’ belief and their strategy use: (1) IndividualrnBackground Questionnaire (IBQ), Strategy Inventory for LanguagernLearning (SILL), Beliefs About Language Learning Inventory (BALLI),rnTOEFL model test, and focused group interview.rnDescriptive analysis (frequencies, means and standard deviations),rnPearson correlation analysis, a one way analysis of variance (ANOVA), arnmultivariate analysis of variance (MANOVA), and post hoc Tucky HSD testrnwere performed at the 0.05 level of significance to answer researchrnquestions.rnThe findings indicated that EFL students at university level used arnmedium range of strategies. Metacognitive strategies were used mostrnfrequently where as memory strategies were used least frequently amongrnuniversity students.rniirnStudents had strong beliefs of motivation and expectation whereas theyrnhad least beliefs on foreign language aptitude. There was significantrncorrelation between language learning strategies and belief variablesrnindicating the impact of beliefs on strategy use. Gender, English languagernproficiency and academic major had significant effects on the overallrnstrategy use, the six categories of strategies, and individual strategyrnitems.rnGender and language proficiency did not affect overall beliefs, the fiverncategories of beliefs, and the individual beliefs held by students. Academicrnmajor, on the other hand, had significant effects on overall belief, the fivernbelief categories, and individual beliefs held by the students

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