The theoretical five-factor model for the 35-item Beliefs About Language Learning Inventory (BALLI) has rarely been examined empirically, despite its wide use to investigate language learning beliefs. This study examined the BALLI’s dimensional structure with a sample of undergraduate students at a Thai university (N = 537; male 43.4%, female 56.4%; age mean = 19.12 years), taking an elementary-level Japanese language course. Confirmatory factor analysis by Mplus did not support Horwitz’s theoretical model. While a five-factor model was identified from exploratory factor analysis, the combined items within each dimension were different from Horwitz’s model. Thus, the original five-factor BALLI model was only partially supported. We were able to affirm the core aspects of language learning beliefs composed of eight BALLI items, and we offer a roadmap to develop the model.
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