The relationship between EFL learners' beliefs and efl teachers' beliefs on language learning and the effect of learners' beliefs on learner performance: Metacognitive awareness

The relationship between EFL learners? beliefs and EFL teachers? beliefs on language learning and the effect of learners? beliefs on learner performance: metacognitive awareness consists of three parts. The first part aims to define learners? beliefs on language learning and whether their beliefs change over time. The second part tries to find out the effect of learners? beliefs on their performance in English. The third part involves the correlation between learners? and teachers? beliefs.The study was conducted to 200 students at School of Foreign Languages Compulsory and Optional Preparatory Classes and to 21 teachers of English at COMU. Both quantitative and qualitative research methodology were used in this descriptive study. In order to collect data and achieve the aims of the study, a questionnaire, a self-rated proficiency scale and a semi-structured interview were applied.The data obtained from the questionnaires and self-rated proficiency scale were analyzed and interpreted by means of descriptive statistics, one-way ANOVA, Paired Samples t-test and Pearson r. correlations on SPSS (Statistical Package for Social Sciences) 15.0 for Windows program. On the other hand, the data obtained from the semi-structured interview were evaluated qualitatively.The results revealed that students believed the importance of repetition and practice in English and English is important to get a better job in the future. Beside this, no significant change in learners? beliefs was found over time. This study also showed that there was a meaningful and positive relationship between students? self-rated proficiency and their tested proficiency. They were as successful as they believed they were. Another result indicated EFL teachers? and students? beliefs were related to some extent.In order to support these quantitative findings, the results of the semi-structured interview were analyzed. The results showed that the students who are good at English have already developed strategies to overcome their problematic skills in English. They also emphasized that speaking fluently is important to get better job opportunities in the future.