Exploring the role of learning experiences and perceived opportunities in shaping non-English major students' beliefs about language learning and investment in university English classes in Algeria

Abstract

This study investigates the complex beliefs about language learning held by non-English major students in Algerian universities and how these beliefs relate to their investment in English language classes. Drawing upon constructivist theory, social cognitive theory, and Norton's theory of investment, the research employs a mixed-methods approach, combining a modified version of the Beliefs About Language Learning Inventory (BALLI) questionnaire with focus group discussions to gain a comprehensive understanding of students' beliefs and experiences.
The findings reveal a diverse range of beliefs shaped by students' socio-cultural context, previous language learning experiences, and future aspirations. Key themes include the perceived difficulty of language learning, foreign language aptitude, learning and communication strategies, the nature of language learning, and motivation and expectations. These beliefs were found to significantly influence students' learning behaviours and investment in English language classes.
The study highlights the impact of negative learning experiences on students' self-efficacy beliefs and language learning strategies, as well as instances of positive transfer and adaptation of learning strategies across languages. The role of language status and identity in shaping students' beliefs and investment is also explored, underscoring the complex linguistic landscape of Algeria. Moreover, the research examines the relationship between students' perceived opportunities for using English and their investment in language classes. While students recognized the global status and instrumental value of English, many expressed frustrations with the limited opportunities for authentic language use in their immediate environment.
The study contributes to the growing body of research on language learning beliefs and investment, providing valuable insights for language educators and policymakers in Algeria and similar contexts. The findings emphasize the importance of creating supportive and engaging learning environments that cater to students' diverse beliefs and experiences, fostering more inclusive and empowering language learning experiences.

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ORCID for Rami Benyoucef: orcid.org/0000-0002-1207-3755

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