| Learner beliefs have traditionally been considered to be stable and static. However, recent research in learner beliefs has highlighted their dynamic and variable nature. Adopting the new research approach to learner beliefs as a dynamic construct, the current study explores effects of study abroad (SA) on learner beliefs. Participants of early stage (N=38) and late stage (N=32) of study abroad were asked to respond to beliefs items on a questionnaire. Semi-structured interviews were also conducted in order to investigate sources of learners' beliefs. The results reveal that learners who are at the later stage of SA hold significantly stronger beliefs regarding learner independence and perceived improvement in listening compared to the learners at the early stage. In the examination of belief changes, learners in both groups reported that their beliefs in learner autonomy and the importance of feedback has significantly strengthened during SA when compared to the strength of their beliefs when they were studying English in their home country. While learners at the early stage of SA showed significant changes in beliefs in the importance of grammar and in the difficulty of learning, beliefs of learners at the later stage significantly changed in the areas of teacher's role and the importance of knowing the culture. |
