Abstract
The purpose of this study was to explore Kazakhstani and Turkish student teachers’ beliefs about English language learning, and whether there are any differences between their beliefs in terms of cultural background. The Beliefs about Language Learning Inventory (BALLI) was conducted with 239 student teachers enrolled in ELT programs at the universities in Kazakhstan and Turkey. This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation. The overall difference between the beliefs of Kazakhstani and Turkish student teachers was investigated by running a Man Whitney-U test, which showed a significant and meaningful difference between Kazakhstani and Turkish student teachers’ beliefs. It was found that student teachers had shared similar beliefs about language learning, and motivations and expectations. However, they had different beliefs in terms of beliefs toward language aptitude, nature of language learning and learning and communication strategies. In light of these findings, it might be said that national origin/ethnicity does affect student teachers’ beliefs about language learning.