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This study investigates language learning beliefs of non-English majors with different levels of English language proficiency on language learning. The participants surveyed in this study were 125 (86 female and 39 male) Iranian non-English majors who were studying in biology, geography, accounting and science. Two instruments, i.e. the Michigan Language Proficiency Test (ECPE) and the translated version of Beliefs about Language Learning Inventory (BALLI) were administered to collect the required data sets. Statistical procedures used to analyze data revealed that proficiency level had a significant effect on the motivation of students. The more proficient participants reported holding strong beliefs in the category of ''motivation and expectations''. Also results indicate that there is a significant difference among the aptitude of the four groups of participants. The results obtained in this study also demonstrate that no statistical significance was observed between male and female non-English majors' beliefs in English language learning. The interaction between male and female students in these disciplines shows that these are significantly different in the foreign language aptitude and the nature of language learning

Language Learning Beliefs of Non-English Majors: Examining the Role of English Language Proficiency