EFL University Students’ Beliefs about English Language Learning; the Case of Kazakhstan

The purpose of the study is to investigate the university students‘ beliefs about English language learning at Kazakh Ablai Khan University of International Relations and World Languages and Gumilyov Eurasian National University in Kazakhstan. In the light of the aim, the study used qualitative and quantitative methods, involved 150 students from the second and third year in EFL department from two different universities. The instruments for the present study (1) Beliefs About Language Learning Inventory (BALLI), (2) Semi-structured interviews, and (3) classroom observations. Results reveal that Kazakhstan university students have positive and realistic beliefs about English language learning as regard their aptitude, the nature of language learning, communication strategies, motivation and expectations about learning English as foreign language. The study recommends some guidelines to EFL teachers in Kazakhstan in their teaching techniques and methods which would also match with their learners‘ beliefs. The present study has several differences and similarities when compared to other studies, like foreign language learners in the USA (Horwits, 1988; Kern, 1995; Kuntz, 1996; Oh, 1996, Hurt, 1997; Mori, 1997), New Zealand (Cotterall, 1995); Brazil (Barcelos, 1995), China (Wen and Johnson, 1997), North Cyprus (Kunt, 1997), Japan (Luppescu and Day, 1990; Keime at al., 1996). The first finding of the study was that Kazakhstan University students‘ believed that (1) Children are better learners than adults. (2) Everyone can speak a foreign language. (3) Some languages are easier than others (students compared different languages). (4) Will learn the English language very well. (5) Learning a foreign language is a matter of learning a lot of new vocabulary words. (6) Target environment is the best choice for learning a foreign language. The second finding was about the differences between ―high‖ and ―low‖ proficiency language learners. It illustrated that (1) ―high‖ and ―low‖ proficiency language learners‘ interests towards English language were different. ―high‖ proficiency language learners are interested in learning English (Positive), while ―low‖ proficiency learners learn the English language as a must (Negative). (2) Their motivations were different; ―high‖ proficiency language learners are motivated by their Native speaker teachers, want to achieve native like speaker, for future carrier, or to learn more languages, while ―low‖ proficiency language learners consider that they have low motivation for learning English language, and some of them were motivated by their teachers or classmates. (3) Their‘ beliefs about foreign language learning were different. While ―high‖ proficiency learners believed that hard work can get good level, ―low‖ proficiency language learners believed that not all people can learn a foreign language; it depends on person, some people can learn foreign language; some others cannot learn foreign language. (4) Language learning Strategies. ―high‖ proficiency language learners try to find English environment for practicing their English language, like reading book, watching movies with subtitle; communicate with others in English language. On the other hand ―low‖ proficiency language learners said that they don‘t know any language learning strategies.