The Beliefs about Language Learning Inventory: Factorial Validity, Formal Education and the Academic Achievement of Iranian Students Majoring in English

This paper explored the factorial validity of the Beliefs about Language Learning Inventory (BALLI) within a foreign language context and its relationship with educational level and academic achievement. The BALLI was administered to 418 undergraduate and graduate university students who majored in Teaching English as a Foreign Language, English Language and Literature and English Translation at seven tertiary education centers in Mashhad, Iran. The low correlation coefficients among the 34 beliefs addressed by the BALLI necessitated dispensing with Principle Component Analysis. The application of the Principle Axis Factoring to the beliefs and their rotation revealed 14 factors. One way ANOVA analysis of responses revealed that sophomore undergraduate students differ from senior undergraduate and graduate students in 11 beliefs indicating that formal education affects almost one third of learners’ belief. The same analysis of the GPAs obtained by 86 sophomore undergraduate participants showed their academic achievement is significantly related to five beliefs. The implications of these findings are discussed within the Iranian EFL context.