Abstract

A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners’ beliefs about language learning positively affects language learning process as it helps the teachers to address to their students’ learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz’s (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about “motivation and expectations”. Beliefs about “learning and communication strategies” and “the nature of language learning” have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to “foreign language aptitude” and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners’ beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.

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