Investigating Pre-Service English as Second Language (ESL) Teachers' Beliefs about Language Learning in a Nigerian University

The needs to pay attention to other affective factors that influence the way students learn and invariably their performance in English as a Second Language (ESL) has become paramount. This study, therefore, investigated language learning beliefs among pre-service ESL teachers in Ekiti State University, Ado Ekiti, Ekiti State. It employed the descriptive research design of the survey type. The population for the study was all Education/English undergraduates of the university while the sample consisted of 160 participants randomly selected across one hundred and four hundred levels. The instrument for the study was ‘Beliefs about Language Learning Inventory’ (BALLI) adapted from Horwitz (1985). Data were collected and analysed using both descriptive and inferential statistics. Results showed that the pre-service ESL teachers held various language learning beliefs that include beliefs about language learning aptitude, beliefs about the nature of language, beliefs about learning and communication strategies among others. There was also a significant difference in the language learning beliefs of male and female pre-service ESL teachers. Based on the result, it was recommended among others that language educators should begin to pay attention to language learning beliefs of their students since this can go a long way to influence how the students learn the language and invariably their performance in the language.