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Validity was supported by expert judgment and factor analysis, and reliability was confirmed via Cronbach’s alpha (α=0.88). 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June 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nBeliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners  \nGholamreza Parsi  \nIslamic Azad University Central Tehran Branch, Iran [E-mail: parsi.gh862@gmail.com](E-mail: parsi.gh862@gmail.com)  \nDoi:10 .7575/aiac.alls.v. 8n.3p.5  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.5](http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.5)  \nReceived: 08/03/2017  \nAccepted: 01/05/2017  \nAbstract  \nThe present study intended to investigate the possible difference between EAP and EFL learners’beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners ’beliefs and their language components’ development. To this end, 231 undergraduate EAP (117) and EFL (114) learners at Ferdowsi University took part in the study by completing a five-point Likert scale questionnaire adapted from Simon and Taverniers (2011) . The face and content validity of the questionnaire was confirmed by the experts ’ judgment and factor analysis. Moreover using Cronbach alpha coefficient the questionnaire was found acceptably reliable (α=0. 88) . Furthermore, for language components’development, the EAP learners’ scores in English course and EFL learners’ average scores in their Basic English courses were taken into account. The results of an Independent Samples t-test revealed that there existed a statistically significant difference between EAP and EFL learners’ beliefs on learning and teaching language components. Furthermore, the results of Pearson correlation coefficients indicated a statistically significant positive association between EFL learners’beliefs and their language components’ development, however no statistically significant correlation was found between EAP learners’beliefs and their language components’ development.  \nKeywords: Beliefs, Learning and Teaching Language Components, EAP and EFL Learners  \n1. Introduction  \nSince 1980s, beliefs regarding second language learning have highly influenced applied linguists beginning with the ground-breaking works of Horwitz (1985) . According to Horwitz (1987), beliefs about language learning is concerned with the language learners’predetermined attitudes or ideas on diverse subjects pertinent to second or foreign language learning.  \nThe learners’beliefs and perspectives toward language learning are frequently manipulated by the context in which they are learning. Moreover, Horwitz (1987) maintains that learners’beliefs regarding learning are manipulated by their preceding learning experiences as well as their cultural background. This is due to the fact that language is capable of revealing different facets of culture (Kramsch, 1998) .  \nIn the same line, many scholars (e.g. Flavell, 1976 & Ajzen, 1988) consider beliefs as a fundamental concept in every discipline which deals with individuals’behavior and learning. Flavell (1987) states, considering cognitive psychology, the learners’beliefs should be regarded as a subpart of the metacognitive knowledge that is related to the learners’particular cognitive procedures and products.  \nAs Wenden (2001) states, similar to other types of metacognitive knowledge, the beliefs of the learners regarding language learning are believed to be constant due to the fact that they can be considered as a permanent component in the learners’knowledge storage. Moreover, Flavell (1987) states that beliefs are a piece of self-knowledge engaging all that learners comprehend regarding themselves as thinkers and learners which includes their learning needs and objectives.  \nIn recent years, scholars have placed much emphasis on the importance of the learner’ features like motivations, learning","cbCaisfUUCVj93cC","https://ap.wps.com/l/cbCaisfUUCVj93cC","pdf",197911,"English","# Abstract\n# 1. Introduction\n## Background on second language learning beliefs\n## Role of beliefs in learning behavior and outcomes\n# 2. Review of the related literature\n## 2.1 Theoretical framework of the study","[{\"question\":\"What language components were examined in the study?\",\"answer\":\"The study focuses on vocabulary, pronunciation, and grammar as the language components related to learning and teaching beliefs.\"},{\"question\":\"How were learners’ beliefs measured?\",\"answer\":\"Beliefs were measured using a five-point Likert scale questionnaire adapted from Simon and Taverniers (2011), with validity checked through expert judgment and factor analysis.\"},{\"question\":\"What statistical methods were used to compare EAP and EFL learners?\",\"answer\":\"An Independent Samples t-test was used to identify statistically significant differences between EAP and EFL learners’ beliefs, and Pearson correlation coefficients were applied to test associations with language component development.\"}]","Flourishing Creativity & Literacy - Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners | PDF",1792067963,18]