ABSTRACT
This chapter explores the profiles of and differences in language learning beliefs and strategy use held by and between male and female, and between first- and second-year Chinese university English as a foreign language learners. Language learning beliefs are assumptions, mini-theories, philosophies or preconceived ideas about the nature of language and the language learning process. Meanwhile, the results showed that male and female participants significantly differed from each other almost in all their beliefs of the nature of language learning, the role of teachers, the role of feedback and use of strategies. Female students also believed significantly more strongly that the role of teachers was to help them learn effectively and to offer help, and that they were good at language learning and that they knew best how well they were learning.
