Language Learning Beliefs in Motion: The Role of Experience and Engagement

Abstract

This study explores how learners’ experiences shape language learning beliefs situated between tradition and progress, prescription and flexibility. The study specifically investigates whether the extent and recency of foreign language learning experience can account for the endorsement of traditional and progressive beliefs. A total of 294 participants completed the Questionnaire of Assumptions about Second Language Learning (QASLL). Results showed a significant difference on the progressive beliefs scale between learners who were not very active and those who were highly active; the latter supported more autonomous and flexible approaches. A further difference was found on the traditional scale between learners with 1–3 years and 9–12 years of experience, suggesting that extensive experience moderates rather than eliminates traditional beliefs. A three-dimensional model emerges with these findings, placing learners along axes of belief orientation, learning activity, and accumulated experience.