Undergraduate Students’ Beliefs about Language Learning and English Achievement

Abstract

This correlational study, involving undergraduate students in the English Teaching Study Program investigated the relationship between students’ beliefs about language and their actual English achievement. The participants were 48 students selected through a proportional random sampling technique from a total of 193. Data were collected from a questionnaire and analyzed through descriptive and inferential statistics. The findings indicated that students’ beliefs about language learning made no significant contribution to their English achievement.

Keywords: students’ beliefs, learning achievement, EFL

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