The present study expolred English as a foreign language (EFL) learners' self-concepts and beliefs as language learners. Through a mixed-methods research design and using descriptive statistics, 146 Iranian adult EFL learners were investigated on different dimensions of their self-concepts as language learners. In addition, their objectives as language learners were investigated to discern how their perceptions and beliefs could be related to the learning goals they aimed at. The findings revealed that the participants probably had some hindering feelings which negatively meddled with their linguistic performance. As a result, it might be the case that the inability of a learner to answer a question was not due to his/her lack of knowledge or inability to acquire the language but it was an aftermath of his/her feelings. Concerning the relation between EFL learners' beliefs and their learning objectives, the findings indicated that communicative, occupational and academic objectives for male participants and communicative, cultural and academic objectives for female participants were the three most important learning goals they had. Therefore, it seems quite reasonable to alter the teaching methods in a way that English students learn English in a more communicative, cooperative environment. Hence, the activities which are carried out in pairs or groups are preferable. Such learning environment may also serve as a solution to the learners' affective barriers and their perception of language class as a boring place.
International Letters of Social and Humanistic Sciences (Volume 37)
M. A. Heidari-Shahreza "Iranian EFL Learners' Self-Concepts and Beliefs as Language Learners", International Letters of Social and Humanistic Sciences, Vol. 37, pp. 88-96, 2014