Understanding learners’ epistemological beliefs as one of the core segments affecting students’ learning experiences is of cardinal importance both from the point of conveying new knowledge and acquiring it. In English language teaching, studying language learning beliefs has become a popular research area, with its genesis found in the seminal paper by Horwitz (1987), whose instrument (BALLI) was employed to collect the data in the present paper. In the under-researched context of Bosnia and Herzegovina, the current study explores the language learning beliefs of 233 elementary school and university students, taking into account the main and interaction effect of three factors: gender, grades, and educational level. Through ANOVA and MANOVA statistical analyses, the results revealed an insignificant main effect of gender and grades on the BALLI while the latter significantly affected one of the area of beliefs assessed by the test. Conversely, educational level demonstrated a significant main effect on both the BALLI and one area. Most importantly, the study showed interesting interplay among the three factors on the shaping of learners’ stances. These findings bring significant realization into the complexity of students’ beliefs as well as their ever-changing nature with relevant pedagogical implications for the field of second language acquisition.

中文翻译：

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学生语言学习观念的可塑性：性别，年级和教育水平的相互作用

从传播新知识和获得新知识的角度来看，将学习者的认识论信念理解为影响学生学习体验的核心部分之一，具有至关重要的意义。在英语教学中，研究语言学习信念已成为一个流行的研究领域，其起源是Horwitz（1987）在开创性论文中发现的，该论文的工具（BALLI）被用于收集本文中的数据。在波斯尼亚和黑塞哥维那尚未得到充分研究的背景下，本研究探讨了233名小学和大学生的语言学习信念，并考虑了性别，年级和教育程度这三个因素的主要作用和相互作用影响。通过ANOVA和MANOVA统计分析，结果表明，性别和等级对BALLI的影响不显着，而BALLI显着影响了测试评估的信念领域之一。相反，教育水平对BALLI和一个地区都表现出重大的主要影响。最重要的是，研究显示了影响学习者态度的三个因素之间有趣的相互作用。这些发现使学生的信念的复杂性及其不断变化的性质有了显着的认识，并对第二语言习得领域产生了相关的教学意义。研究表明，影响学习者态度的三个因素之间有趣的相互作用。这些发现使学生的信念的复杂性及其不断变化的性质有了显着的认识，并对第二语言习得领域产生了相关的教学意义。研究显示，影响学习者态度的三个因素之间有趣的相互作用。这些发现使学生的信念的复杂性及其不断变化的性质有了显着的认识，并对第二语言习得领域产生了相关的教学意义。