Beliefs about Language Learning as the Predictor of FL Classroom Anxiety, Willingness to Communicate, and FL Achievement among Iranian EFL Learners

This study surveyed the predictive role of beliefs about language learning (BALL) as the predictor of FL anxiety and willingness to communicate (WTC) on language achievement of Iranian EFL learners. To do so, a sample of ۱۲۰ advanced EFL learners in language institutes in Kerman was selected through convenience sampling to take part in this research. Participants were ۵۰ male and ۷۰ female learners with a mean age of ۱۷. Data for the study were collected using three relevant questionnaires: A Beliefs About Language Learning Inventory (BALLI) scale, a Foreign Language Classroom Anxiety Scale (FLCAS), and a Willingness to Communicate (WTC) scale. The results of the study utilizing multiple regression revealed that beliefs about language learning effectively contributed to predicting anxiety in L۲ classes and these two variables had a negative linear relationship. Beliefs about language learning also had a positive significant role in predicting L۲ achievement. However, beliefs about language learning did not have a role in the prediction of willingness to communicate in an EFL classroom and their relationship was insignificant. The findings of the present study can help EFL learners to become more aware of their beliefs about language learning and its effects on Anxiety and WTC.  A clear understanding of learners’ beliefs about language learning may change teachers’ and students’ views toward the importance of beliefs in learning an L۲.

کلیدواژه ها:

beliefs about language learning ، classroom anxiety ، L۲ achievement ، willingness to communicate