Exploring Beliefs about English Language Learning Among Pakistani University Students and Teachers
Abstract
This study investigates beliefs about second language (L2) learning among Pakistani English language learners and teachers, focusing on university students and English language instructors in Gujranwala, Punjab. Learners’ beliefs significantly influence motivation, strategy use, classroom participation, and eventual language achievement. Using a mixed-methods design, the study employed Horwitz’s Beliefs about Language Learning Inventory (BALLI) to collect quantitative data from 211 undergraduate and postgraduate students enrolled in English-related programs at a private sector university. Qualitative data were collected through semi-structured interviews with English language teachers to explore teachers’ perspectives regarding students’ beliefs and motivations. Quantitative data were analyzed using SPSS (Version 19), including descriptive statistics, reliability analysis, and comparative interpretation. The reliability of the BALLI instrument was satisfactory (Cronbach’s Alpha = .831). Qualitative interview data were analyzed using grounded theory techniques. Findings reveal that Pakistani learners strongly value English for employment opportunities, higher education abroad, social prestige, and personal development. Most participants believed that vocabulary, repetition, and regular practice are central to successful language learning. Students also showed strong motivation to achieve fluency and considered English a symbol of academic success and social mobility. Teachers confirmed that learners are highly motivated, particularly due to instrumental goals such as career advancement and international opportunities. The study concludes that beliefs about English learning in Pakistan are deeply shaped by socio-cultural realities, educational policy, and the status of English as a global language. The findings support the importance of aligning teaching practices with learner beliefs to improve L2 outcomes.
Keywords: L2 learning beliefs, BALLI, English language learning, Pakistani learners, teacher beliefs, motivation, English as a second language
