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With the advent of learner-centered approaches to second or foreign language teaching, the research on learners' beliefs or what learners bring into the classroom in terms of their prior knowledge and experiences, their expectations, and their attitudes towards different aspects of language learning has gained momentum. Learners may, for example, develop core beliefs about language learning that undergo change or otherwise resist change when moving to a new learning context. This study examinesdoi:10.7575/aiac.alls.v.5n.1p.22 fatcat:weoqtyntnjg4rgmuuep7sufuei