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<p style="text-align:justify;">The beliefs that learners have regarding&nbsp;language learning have been the subject of numerous research studies. But not&nbsp;enough attention has been paid to investigating the nature of learners’ beliefs&nbsp;shaped in the process of foreign language learning. Beliefs can affect the&nbsp;learners’ language success as well as their learning outcome and behavior. It&nbsp;is important to gain deeper insight about EFL students’ perceptions and&nbsp;understand their beliefs since it helps teachers to become familiar with&nbsp;learners’ use of learning strategies based on which they can plan a more&nbsp;appropriate language instruction. This study is an attempt to investigate&nbsp;language learning erroneous beliefs and misconceptions of 67 MSc ESP students&nbsp;of midwifery, operating room, and nursing in Isfahan University of Medical&nbsp;Sciences, Iran. They were selected through purposeful sampling and their&nbsp;language learning behaviors were observed by the researcher throughout two&nbsp;consecutive semesters while passing their ESPI and ESPII. Furthermore, data&nbsp;were collected using unstructured field notes and semi-structured interviews.&nbsp;The collected data were analyzed through thematic analysis, the data were coded&nbsp;in line with the research question, and themes as well as sub-themes, were&nbsp;extracted. The findings of this study suggest that action should be taken by&nbsp;the ESP teacher to modify learners’' erroneous beliefs, eliminate negative&nbsp;beliefs, and evolve their simplistic self-instruction beliefs. The findings of&nbsp;the study can inform syllabus design, curriculum development, teacher practice,&nbsp;and material preparation.</p>

EFL Learners’ Misconceptions or Erroneous Beliefs about Language Learning: An ESP Context

Original Research 

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