This study employs Horwitz’s BALLI () with the aim to investigate beliefs . Mori () developed her own language learning questionnaire to assess the. Introduction. The goal of language education is to provide students with tools they can use to become successful language learners. Students and educators are. The Beliefs about Language Learning Inventory (BALLI): Teacher Version. This version adapted with Horwitz, E. K. (). Becoming a language teacher: A.
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Another possibility is that they become disappointed if they fail to be proficiency enough during a certain period of time. These beliefs must be changed because they affect their teaching behavior in the classroom. Research questions The questions that guided this research are the following: Table 2 consists of five items 3, 4, 15, 25, 34 bapli deal with the difficulty of language learning.
Both teachers and students had the same opinion that children can learn a foreign language easier. Participants were 25 horwltz teachers. Download article Author Biodata Vol. Perhaps this is due to the teaching methods and structure of Iranian English books which follow behaviorism.
It was found that the majority of the participants perceived insufficient communication with teachers and peer students as the dominant difficulty in distance learning, and that distance language learning was more difficult than traditional classroom language learning. Motivations and Expectations Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, Research interests in beliefs about language learning are not limited to those of language learners.
Zhang and Cui investigated learning hoorwitz held by distance English language learners bzlli China.
Download article Author Biodata. The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. Having such beliefs may have other reasons. It can be done through extra in-service training and they can be referred to readings which discuss the benefit of more communicative approaches to teaching EFL.
The questionnaire was administered to the chosen students and teachers in English. Their ages ranged from 25 to 39 with an average age of The time needed for the participants to answer the questionnaire was not more than 20 minutes.
First-year student trainee beliefs about language learning were collected using BALLI and were compared with teacher beliefs. She asked her trainees to question their beliefs about language learning. Peacock carried out a longitudinal study that explored changes hofwitz beliefs about second language learning of trainee ESL teachers.
According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.
A Comparison of EFL Teachers and Students’ Beliefs about Language Learning
Such a sharp contrast of opinions can be partially due to the learning environment and teaching ball in Iranian governmental schools which focus on memorizing new words and grammar points.
For collecting data from the students, the researcher distributed the instrument during class time preceded by a brief explanation of the purpose and the nature of the study. Results All results will be given briefly in this section and discussed further in the next section. In the result section these items have been categorized based on the topic being discussed. This gap in the current literature on learning beliefs was the motivation behind conducting this study in a context where the issue has not received due attention by researchers.
But after three years of studying, there were not any significant changes in their beliefs. Concerning the skills, It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language learning.
Several studies have researched beliefs about the language learning of both in-service and pre-service teachers. All the teachers who participated in this study had a BA in English and they had passed courses on language teaching methodology and second or foreign language acquisition.
Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very intelligent.
Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. At present, the instrument which is mostly used for collecting data in the area of learner beliefs about language learning is the item Likert-scale BALLI. This indicates that learning about the cultures of the target language is very important and that culture is an integral part of learning a foreign language.
Similarly, Bernat investigated the beliefs of participants in the Australian and American contexts and found that their beliefs were similar in all categories and it was concluded that despite a small number of inter-group differences, it seems premature to conclude that beliefs about language learning vary by contextual setting.
Learning and Communication Strategies Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, Curtin and Kern report that learner beliefs change little over time, but some scholars like Horwitz and Peacock propose that they are influenced by teacher interventions. Table 1 deals with foreign language aptitude. He was hopeful that the trainees would change their wrong ideas after studying TESL methodology. Regarding the teacher participants, there were 36 female teachers and 44 male teachers.
For example, a majority of students agree with the following items: However, the gap is not limited to an Iranian context and the findings will contribute to the better understanding of the interrelationship between teacher and student roles in language learning internationally.