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Review paper

BOSNIAN STUDENTS’ LANGUAGE LEARNING BELIEFS WITH RESPECT TO THEIR PROFICIENCY LEVEL

By
Esma Latić ,
Esma Latić
Contact Esma Latić

International Burch University, Sarajevo, Bosnia and Herzegovina

Vildana Dubravac
Vildana Dubravac

International Burch University, Sarajevo, Bosnia and Herzegovina

Abstract

Language learning beliefs create a considerable impact on the students' behavior, and thus greately affect the final learning outcome. Therefore, there exists a compeling need to explore learners' beliefs, and in particular to specify the stances of those more successful learners, to provide accordingly a better learning envoronment for all students. The aim of the current paper was to investigate the language learning beliefs among Bosnian university students, and to focus on the differences that exist between the groups of the participants based on their self-evaluated proficiency level. A one way ANOVA revealed no significant differences in the overall BALLI, whereas a significant difference was observed in one of the five subscales. The present study findings might be used to provide ground for the future improvement of language learning and teaching in a foreign language context similar to Bosnia and Herzegovina.

Citation

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 

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