Motivation and Beliefs of Successful Learners

Previous studies of both motivation and learner beliefs have shown their importance in learning, indicating their influence on learners’ behaviors and learning outcomes. The aim of this study is to investigate the differences between high and low proficiency learners in EFL (English as a Foreign Language) courses in terms of their motivation and beliefs about language learning. Forty-four undergraduate students of various majors at a university in Japan completed questionnaires on motivation and beliefs. The sample consisted of twenty-six students with high proficiency and eighteen students with low proficiency, as measured by their English placement test scores. A comparison of the two groups in light of motivation and learner beliefs revealed remarkable differences between the groups. High proficiency students showed a greater range of motivations and higher intrinsic motivations. In addition, they were more likely to agree with the learner beliefs reflecting self-efficacy for EFL.