Chapter 1 Introduction 1.1 Overview 1.2 Statement of the Problem1.3 Contextual Background of the Study 1.3.1 College English Language Education in Mainland China 1.3.1.1 College English Curriculum 1.3.1.2 College English Test 1.3.1.3 College English Teachers and their Teaching Methods 1.3.1.4 Teaching Textbooks and Materials 1.3.2 Characteristics of Chinese Students in the English Classroom 1.3.3 English Language Education at the Selected EMI University 1.4 Research Questions 1.5 Significance of the Study 1.6 Delimitation of Beliefs about Language Learning (BLL)1.7 Organization of the Book Chapter 2 Literature Review 2.1 Introduction 2.2 Research on Beliefs about Language Learning in SLA 2.2.1 Research on Chinese EFL Learners' BLL 2.2.1.1 Chinese EFL Learners' Beliefs about Vocabulary and Grammar Learning2.2.1.2 Chinese EFL Learners' Beliefs about Environment for Language Learning 2.2.1.3 Chinese EFL Learners' Beliefs about the Difficulty of Language Learning 2.2.1.4 Chinese EFL Learners' Beliefs about Autonomy in Language Learning 2.2.1.5 Dynamicity of BLL of Chinese EFL Learners2.2.1.6 Effects of Learning Contexts on Chinese EFL Learners' BLL 2.2.2 Criticisms of BLL Research 2.3 Socio-cultural Theory in SLA Study2.3.1 Socio-cultural Perspectives in SLA Study 2.3.2 Mediation2.3.3 Socio-cultural Studies of beliefs about language learning 2.3.4 Problematising Socio-cultural Research in SLA 2.3.5 Towards a Dialectical Relationship between Agency and Context 2.3.5.1 Understanding Agency 2.3.5.2 Understanding Structure 2.3.5.3 Understanding Dialectical Relationship between Agency and Context 2.3.6 Establishing a Socio-cultural Framework for the Current Study 2.4 Summary Chapter 3 Research Methodology 3.1 Introduction 3.2 Research Methodology 3.2.1 Methodological Philosophy of the Study 3.2.2 Quantitative Research 3.2.3 Qualitative Research3.2.4 Mixed-Method Research 3.3 Instrumentation 3.3.1 Questionnaires 3.3.1.1 Questionnaires Used in Research on BLL3.3.1.2 Construct of the Questionnaire for the Study 3.3.1.3 Piloting of the Questionnaire3.3.1.4 Final Version of the Questionnaire3.3.2 Instrument for the Interviews 3.3.2.1 Interview Protocols 3.3.2.2 Piloting of the Interview 3.4 Research Setting 3.4.1 Student Population and Teaching Faculty3.4.2 English Language Education Curriculum3.4.3 Formative Assessment3.4.4 Classroom Teaching 3.4.5 Tutorial System 3.4.6 Extra-curricular Activities 3.5 Data Collection Procedures 3.5.1 Research Questions 3.5.2 Research Stages 3.5.3 Participants for the Questionnaire Surveys 3.5.4 Participants for the Interviews 3.5.5 Quantitative Data Collection 3.5.6 Qualitative Data Collection3.6 Data Analysis Procedures 3.6.1 Quantitative Data Analysis3.6.1.1 Descriptive and Interferential Statistical Analyses 3.6.1.2 Reliability of the Questionnaire3.6.2 Qualitative Data Analysis 3.6.2.1 Transcription of the Interview Data 3.6.2.2 Coding of the Interview Data