Testing the Factor Structure of the Beliefs about Language Learning Inventory

Abstract

This preliminary study examined the factor structure of the Beliefs About Language Learning Inventory in two samples of about 750 college students of English as a foreign language in Taiwan. Results of confirmatory factor analysis lend partial support to Horwitz's theoretical five-factor belief model. Subsequent exploratory and confirmatory factor analyses of data show that a four-factor model represented by only 12 items performed better than other models both theoretically and empirically. This model consists of two dimensions already theorized in the inventory: Difficulty of Language Learning and Foreign Language Aptitude, and two newly interpreted dimensions, Importance of Spoken Language and Analytical Approaches to Language Learning. Although this four-factor model could be replicated in an independent sample, the factors are not reliable, suggesting the need to search for a more representative set of beliefs to tap specific aspects of language learning.