Learners’ Beliefs about Second Language Learning: A Study of Saudi University Students of Chinese at King Saud University
DOI:
https://doi.org/10.53286/arts.v7i2.2527Keywords:
BALLI, Beliefs and attitudes, Chinese as a foreign language, Gender differences, Saudi learnersAbstract
This study explores the motivations, difficulties, beliefs, and attitudes of Saudi students learning Chinese as a foreign language (CFL). Beliefs about Language Learning Inventory (BALLI) scale by Horwitz (1987) was employed as a research instrument. Data was gathered through a structured survey of seventy-eight male and female students at King Saud University who had completed one semester of Chinese language study. The collected data was analyzed using SPSS version 27 and thematic analysis to examine learners' perspectives on the relevance, difficulty, and social importance of learning the Chinese language. The findings reveal that Saudi EL students are highly motivated by personal ambitions and professional prospects, which align with Saudi Arabia’s economic relationship with China. However, gender inequalities were identified, with female learners finding it more difficult to learn Chinese, notably its tonal and orthographic systems. Furthermore, learners emphasized practical and multimodal strategies such as repetition and audiovisual aids. Conversely, they obtained mixed ratings for grammar and translation. Additionally, social and cultural factors, particularly gender stereotypes, shape their attitudes toward language learning. This study emphasized the importance of culturally sensitive and gender-inclusive instructional techniques for overcoming perceived challenges. To build on these findings, future suggestions include connecting curricula with national legislation, raising public awareness, and strengthening teacher training programs to foster an equal learning environment.
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