A Study on English Preparatory Program EFL Learners’ Beliefs about Language Learning in Relation to Gender, Second Foreign Language Knowledge and Foreign Country Experience

This study aims at investigating preparatory program EFL learners’ beliefs about language learning as well as the effects of gender, second foreign language knowledge and foreign country experience on language learners’ beliefs about foreign language learning. After presenting the related literature with respect to the topic of language learners’ beliefs about foreign language learning, it continues with the methodology section that describes a quantitative research study in which 149 preparatory program EFL learners from the Foreign Languages School of a state university located in the west part of Turkey participated. The participants of the study had the same linguistic proficiencies (A1-elementary level). The paper concludes by indicating the findings of the research and also by making some recommendations for language teachers to enable teachers to design lessons that meet the needs of individual learners when teaching English as a second/foreign language (TESL/TEFL).