INVESTIGATING UNIVERSITY LEARNERS’ BELIEFS, ATTITUDES AND PERCEPTIONS ABOUT ENGLISH LANGUAGE TEACHING (ELT) AND LEARNING: A THEORETICAL REVIEW

Abstract

The present study includes the published literature during the first two decades of 21st century (2001-2020) for the purpose of theoretical review of studies in terms of summarizing and synthesizing the findings. A comprehensive re-search included several electronic databases and library searched references in the relevant articles that were identified in the process of screening. Initially, screening of abstracts was done for the purpose of most pertinent work on the subject to be included in the current study. The researchers also screened the full text of each article in order to assess and screen the eligibility criteria for the purpose of most recent and updated data. Research articles were reviewed in order to determine the most significant studies particular to the research questions and the domain of research. Data extraction was done based upon the studies at the university level and factors were identified that affect university learners’ beliefs, attitudes and perceptions. Moreover, data was also deduced in order to know the relationship between learners’ beliefs, attitudes and perceptions with respect to proficiency and achievement. Findings provide evidences that learners have positive and favorable attitudes, beliefs and perceptions towards English language teaching and learning. The study also facilitates students learning with greater credibility of the teacher and put forth recommendations for future work.