Abstract

Despite the widely recognized importance of English learning beliefs for academic success, it remains unclear whether English majors and non-English majors in mainland China still differ in their beliefs given recent educational and technological changes. This study investigates English-learning beliefs among Chinese undergraduates, comparing English majors and non-English majors across the four Beliefs About Language Learning Inventory (BALLI) dimensions (nature and value of English, self-efficacy, learning strategies, and language aptitude). Data were collected from 360 students and analyzed using independent sample t-tests and multiple linear regression. The results revealed no statistically significant differences between the two groups regarding any of the four factors. A belief-action inconsistency was identified: students reported strong cognitive agreement with effective learning strategies (e.g., 88% agreed that repetition is important) but also high levels of anxiety and low self-efficacy (e.g., 61% felt timid speaking English). A possible convergence trend was observed when comparing the findings with previous studies from 2010 and 2016. The results suggest that disciplinary background may no longer be a decisive factor in shaping English-learning beliefs. The pedagogical implications focus on helping students close the gap between beliefs and actions.

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