International Journal of English Linguistics; Vol. 9, No. 2; 2019 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education 219 English Language Learning Beliefs of Jordanian Students: The Effect of Gender Khaleel Bader Al Bataineh 1 1 Art Faculty, Irbid National University, Irbid, Jordan Correspondence: Khaleel Bader Al Bataineh, Asst. Prof., English Department, Faculty of Art, Irbid National University, P.O. Box 2600, Irbid 21110, Jordan. E-mail: khaleelb@inu.edu.jo Received: November 3, 2018 Accepted: December 9, 2018 Online Published: February 24, 2019 doi:10.5539/ijel.v9n2p219 URL: https://doi.org/10.5539/ijel.v9n2p219 Abstract English language learning beliefs play a key role in the language learning process, especially among EFL (English as a foreign language) learners. This study seeks to clarify English learning beliefs among EFL students in Jordan, and to examine whether female and male learners differ in these beliefs. Horwitz’s (1987) Language Learning Beliefs Inventory (BALLI) was adapted to gather relevant data from 83 English major participants at a private university during regular classes. Frequency analysis and T-tests were then performed utilizing SPSS. The findings demonstrate that while Jordanian students are not sure about language difficulty, they are highly enthusiastic about learning the English language. Furthermore, female and male students only had significantly different results in two aspects of BALLI: 1) motivation and expectations and 2) difficulty of language learning. Hopefully, the results will provide constructive insights to lecturers concerning students’ beliefs about learning English, which will help improve the English-learning process in Jordanian universities. Keywords: English as a foreign language, beliefs, language learning, gender differences, Jordanian student 1. Introduction and Aim of the Study In Jordan, the English learning process is considered a crucial challenge. Although Jordanian students are taught English as a foreign language (EFL) at both the school level and in institutions of higher education, they still find it difficult to master. Of course, learning a foreign language is often a difficult process, as it takes a long period of time to acquire a language besides one’s mother tongue. One reason EFL students have difficulty mastering English is that they hold different beliefs about learning English. While several universities have encouraged research studies to improve EFL acquisition, little research exists on how learner beliefs influence English learning experiences in Jordan. Such work is vitally important because it can enhance teachers’ awareness of how learners approach English learning. In addition, learners’ beliefs influence their learning behaviors and in turn their learning outcomes. By better understanding these beliefs, universities can empower both students and teachers to improve Jordan’s language education system. English language learning beliefs have a great effect on students’ English learning development. The present study was carried out to clarify English learning beliefs among EFL participants at a private university in Jordan. Based on the researcher’s teaching experience at the same university, most of the students are weak in English and encounter many issues when communicating in English, even after completing enough English courses to fulfill their degree requirements. Accordingly, the study examines the participants’ language learning beliefs, specifically in terms of English language motivation and expectations, communication strategies, the nature of language, and the difficulty and aptitude of learning EFL. It tries to answer two research questions: 1) What do Jordanian university students believe about EFL learning? 2) Do male and female students significantly differ in their EFL learning beliefs? 2. Concept and Related Research As this study deals with students’ beliefs, it is important to shed some light on the notion of belief. According to Crane (1992), “perceptions are just beliefs acquired in a certain way” (p. 150), while O’Shaughnessy (1992) notes that “perception is an experience” (p. 226). Thus, Lester (1990) asserted that beliefs are personally held perceptions about the way one learns and does things that thus guide one’s daily life. While several scholars have focused on how physical actions shape one’s beliefs, Horwitz (1987) affirmed that these beliefs include