What are the factors that influence the EFL learning beliefs?

Factors that influence High or low English proficiency students:

Motivation, Self-confidence, approach to learning, and also the learning atmosphere

check out:

Horwitz, E. K. (1987). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 71(2), 283-292.

Jee, Y. J. (2013). Korean students' beliefs about language learning. The Language Learning Journal, 41(3), 341-356.

Kunt, G. (1997). Beliefs about language learning among Turkish university students of English as a foreign language. The Modern Language Journal, 81(4), 566-576.

Montero, I., Reyes, V. T., & García, J. (2014). Factors that influence basic level English language learning. Profile: Issues in Teachers' Professional Development, 16(1), 19-38.

Rance-Roney, J. (2009). Factors influencing English language learner (ELL) achievement in the mainstream classroom. The Journal of Educational Research, 102(5), 315-328.

Umme Habiba

Learning Style, Learning Environment, Scaffolding, Learners Aptitude and there are many more for which you can check out "Learner Identity and Learner Beliefs in EFL Writing" by Springer publication.

Mohialdeen Alotumi

Various factors shape individuals’ beliefs and attitudes towards learning English as a Foreign Language (EFL). Internal and external influences significantly affect how learners perceive and approach the EFL learning process. Such factors include cultural background, previous language learning experiences, motivation, goals, teachers and peers, media portrayals of English and societal perceptions of its importance, family support, learning environment, self-efficacy, age, and cognitive factors. Indeed, recognizing the interconnected nature of these factors is vital for educators to provide a supportive and effective learning environment that fosters positive attitudes towards EFL learning. Here are some helpful reads.

Bahremand, A., & Saeid, M. (2023). Beliefs about language learning as the predictor of FL classroom anxiety, willingness to communicate, and FL achievement among Iranian EFL learners. International Journal of Language and Translation Research, 2(4), 57–77. https://doi.org/10.22034/ijltr.2023.162503

Chung, E., & Fung, D. (2023). ‘I realized I only knew the word partly’: Student beliefs about vocabulary knowledge and learning in different grades and proficiency levels. The Language Learning Journal, 51(3), 279–297. https://doi.org/10.1080/09571736.2021.2023204

Gerli, P., Clement, J., Esposito, G., Mora, L., & Crutzen, N. (2022). The hidden power of emotions: How psychological factors influence skill development in smart technology adoption. Technological Forecasting and Social Change, 180, 121721. https://doi.org/10.1016/j.techfore.2022.121721

Ly, C. K. (2023). English as a global language: An exploration of EFL learners’ beliefs in Vietnam. International Journal of TESOL & Education, 3(1), Article 1. https://doi.org/10.54855/ijte.23312

M, M. (2023). Factors influencing students’ attitudes towards learning English as a foreign language in tertiary institutions in Zanzibar, Tanzania. International Journal of Linguistics, 4(1), Article 1. https://doi.org/10.47604/ijl.1840

Ma, Y. (2022). The effect of teachers’ self-efficacy and creativity on English as a foreign language learners’ academic achievement. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.872147

Sato, M., & Storch, N. (2022). Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research, 26(5), 919–942. https://doi.org/10.1177/1362168820923582

Good luck,

Marta A. Karp

The learning beliefs of high English proficiency students and low English proficiency students can be influenced by a variety of factors. These factors may vary depending on individual experiences, cultural backgrounds, and educational contexts. Here are some factors that could potentially influence the learning beliefs of each group:

Factors influencing learning beliefs of high English proficiency students:

Motivation and Goals: High English proficiency students often have a strong motivation to excel in the language, which can shape their learning beliefs. They may have clear goals such as pursuing higher education or career opportunities that require strong English skills.

Self-Efficacy: These students tend to have higher self-efficacy beliefs in their language abilities. They believe in their capability to learn and use English effectively, which can positively impact their learning attitudes.

Positive Learning Experiences: High proficiency students may have experienced success and positive reinforcement in their language learning journey. This can contribute to a growth mindset and a belief that effort leads to improvement.

Access to Resources: Adequate access to quality learning resources, such as textbooks, online tools, and language courses, can influence their beliefs about language learning.

Supportive Environment: High proficiency students might have been exposed to environments where English is spoken frequently, enabling them to practice and improve their skills.

Factors influencing learning beliefs of low English proficiency students:

Language Anxiety: Low English proficiency students may experience language anxiety, feeling stressed or anxious about using English due to fear of making mistakes or being judged.

Limited Exposure: These students may have had limited exposure to English outside of the classroom, which can hinder their language acquisition and confidence in using the language.

Negative Past Experiences: Previous failures or negative experiences in learning English can shape their beliefs about their abilities, leading to a lack of confidence.

Cultural Factors: Cultural norms and expectations regarding language proficiency can influence their beliefs. In some cultures, there might be a strong emphasis on achieving high proficiency in English, leading to added pressure.

Resource Constraints: Limited access to learning resources and opportunities for practice can impact their beliefs about language learning.

Peer Influence: Peer interactions and comparisons can affect their confidence and beliefs about language learning, particularly if they perceive their peers as more proficient.

Teaching Methods: The teaching methods used in their language classes can influence their beliefs. Traditional, rote-based methods might not be as effective for building confidence and proficiency.

It's important to note that these factors are not mutually exclusive, and individual students may be influenced by a combination of them. Moreover, learning beliefs are not fixed and can change over time with the right interventions, support, and positive experiences. Teachers and educators play a crucial role in helping students develop more positive and growth-oriented learning beliefs regardless of their proficiency levels.

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