Determining Iranian Intermediate ESP Students’ Language Learning Beliefs

Richardson (۱۹۹۶, p. ۱۰۳) defines beliefs as “psychologically held understandings, premises, orpropositions about the world that are felt to be true”. Rokeach (۱۹۶۸) also declared that “beliefsare predispositions to action” (p. ۱۱۳). Also Barcelos, ۲۰۰۳, p.۸ declared that learners’ beliefsrefer to “The beliefs about the nature of language and language learning.”Beliefs are important in educational psychology and the role of beliefs in the process oflanguage learning cannot be ignored. Language learners’ beliefs can be influential in the processof learning since these beliefs familiarize learners with the extent to which they are able tomanage their own learning. As Bandura (۱۹۸۶) declared individuals’ beliefs about theircapabilities to manage different realities is of great importance. Learners’ beliefs have proved toinfluence both the actions and experiences of language learners (Horwitz, ۱۹۹۹). According toHorwitz (۱۹۸۸), language learning beliefs are directly related to the understanding of studentexpectations of success in language classes. So it is challenging to study the influence oflanguage learners’ beliefs since it motivates them to attend language classes and even learnbetter.Language learners’ perceived knowledge about the degree to which they can manage theirlearning process influence their learning performance and the ones who believe that they havecontrol over the learning process attain higher levels of proficiency. "Beliefs are present in everysegment of our lives and are essential to our functioning"(Palinkašević and Brkić, ۳۶۸).Also asAjzen (۲۰۰۵) stated investigating learners’ beliefs is of utmost importance but difficult to bediscovered due to several factors that affect their beliefs. White (۱۹۹۹) declared that learners’beliefs shape their expectations about learning. CsizérandDörnyei (۲۰۰۵) hold the same viewsbased on the previous findings. Considering these viewpoints, when teachers are informed aboutlearners' beliefs about language, they can adapt different approaches in organizing opportunitiesfor their students to learn better (Cotterall, ۱۹۹۹; BernatandGvozdenko, ۲۰۰۵).