<![CDATA[Students' beliefs about language learning are widely recognized as an important factor that may shape their language learning behaviour. However, classroom instruction and assessment often place greater emphasis on learning outcomes than on understanding how students' beliefs are reflected in their actual speaking and writing practices. Moreover, empirical evidence regarding the relationship between learners' perceptions and their language learning practices remains inconclusive. Therefore, this study aimed to investigate EFL students' perceptions and learning practices in speaking and writing skills, examine the relationship between these variables, and explore students' views on effective learning practices. An explanatory sequential mixed-methods design was employed involving 40 undergraduate students in an English Education Program. Quantitative data were collected using an adapted Beliefs About Language Learning Inventory (BALLI) questionnaire administered through Google Forms and analyzed using descriptive statistics and Pearson Product-Moment correlation analysis. The qualitative phase consisted of semi-structured interviews, and the data were analyzed thematically to explain and enrich the quantitative findings. The results revealed that students generally held positive perceptions toward English learning and recognized the importance of regular speaking and writing practice. Nevertheless, Pearson correlation analysis indicated only a weak positive relationship between students' perceptions and learning practices (r = .236, p = .143), suggesting that positive beliefs were not significantly associated with their actual learning practices. Interview findings further demonstrated that students' learning practices were influenced by multiple factors, including learning opportunities, motivation, self-confidence, and access to authentic language use. These findings suggest that fostering positive beliefs alone is insufficient to encourage consistent language learning practices. English language instruction should therefore integrate motivational support with meaningful opportunities for authentic speaking and writing practice to promote more active learner engagement.]]>
