Research Goals Learners` beliefs about autonomy in language learning

interactions between groups in society. Similarly, Gremmo in Gabillon., 2005: 240 argues that the societys general vision about language learning, and the learners educational past, and that these personal experiences influence the formation of learners representations and language learning culture. Discussing back to our previous argument, it is wisely reminding that, again, the differences are not a matter of right or wrong, but more as a matter of choice: whether one wants to approach belief from its individuality, or to deal with it from the social psychological perspective. The nature of duality of belief is not to be further a controversy. c. Learners‟ beliefs on Language Learning Horwitz, a pioneer in this field, defined beliefs as preconceived ideas about language learning Horwitz 1987. Horwitzs classic study investigated how common certain beliefs about language learning of the learners and teachers. She developed and used a 34 Likert-scale item questionnaire the Beliefs about Language Learning Inventory - BALLI derived from comments which frequently arose in extensive interviews with learners and teachers. Nunan 1988, uncovered differences between the beliefs held by learners and teachers in English language courses. It was posited that one factor in this mismatch of beliefs was cultural background. Three other studies into learners beliefs Tumposky 1991, Yang 1993, Kuntz 1996 are significant because they show how factors such as learner background and educational setting affect beliefs. All three studies relied on the administration of the BALLI. Tumposky 1991 concluded that culture contributes to motivation, while Yang 1993 and Kuntz 1996 found that ethnicity and culture influence the beliefs held by learners. According to Gardner Miller 2002, learners bring their own beliefs, goals, attitudes and decisions to learning and these influence how they approach their learning. Therefore, their beliefs about language learning or learner autonomy may vary greatly from one to another. To a large extent, the beliefs that learners hold about language learning may have a significant impact on their learning outcomes. Cognitivists assume that learning attitudes and behaviors are conditioned by a higher order of mental representations concerning the nature of language and language learning. Learners‟ beliefs, as a part of metacognitive knowledge, exert either positive or negative effects on learning practice . Learners‟ insightful beliefs about language learning process, their own aptitudes and the use of effective learning strategies will help their learning and assist them to improve a more active and independent attitude which allows them to take care of their own learning. However, uninformed beliefs about language learning may lead to dependence on less effective strategies, causing in poor cognitive performance, classroom anxiety and a negative attitude towards autonomy. Studies in the area of learner beliefs have shown that learners hold an extensive variety of beliefs