Özet:

Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective have also been adopted and for more than three decades one of the main concerns of the researchers and practitioners have been on exploring the factors influencing the language learners in the learning and teaching process. ‘Learner beliefs’ have been identified as one of the main the sources of learners’ actions and decisions in this process. Therefore, in this study the researcher aimed to explore the English language learning beliefs of the students studying in the Guidance and Counseling Department at one of the Universities in Northern Cyprus. It also investigated whether there were any differences in the student teachers’ perceptions about English language learning regarding gender and age. 132 first year student teachers studying in the Department of Guidance and Counseling Department at a University in North Cyprus were the participants of the study. 65 female and 67 male student teachers participated in this investigation. In order to collect data about the student teachers’ perceptions regarding English language learning “English Language Learning Beliefs Inventory (BALLI)” version 2 (Horwitz, 2013) was utilized. The questionnaire consisted of 44 items and the participants replied to each item according to the 5-point Likert Scale. The findings revealed that there were significant differences between the male and female participants’ perceptions about English language learning beliefs. The participant student teachers’ perceptions about language learning beliefs differed significantly in relation to age.

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