The Beliefs about Language Learning Inventory (BALLI): Teacher Version. This version adapted with Horwitz, E. K. (). Becoming a language teacher: A. Re-examining Horwitz’s Beliefs About Language Learning Inventory (BALLI) in the Malaysian .. She acknowledged that the themes in her questionnaire were. It is concluded that development of the BALLI marked the beginning of . four items adapted from the Beliefs About Language Learning questionnaire (Horwitz, .
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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
Also these teachers had attended in-service teacher training programs to update themselves in language teaching and the processes of language learning. These studies were questionnaore based on the hypothesis that teacher beliefs may influence student beliefs through instructional practices. Most of the teachers and students agree or strongly agree qusetionnaire learn about English speaking culture and to learn English in an English hprwitz country.
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. It tends to have a personal significance which differs from prescribed models of educational theory. 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 questionnairs inter-group differences, it seems premature to conclude that beliefs about language learning vary by contextual setting.
These potentially qkestionnaire beliefs affect their language learning and teachers should try to reduce the possibility of these questionnairr being unfavorable, by focusing more on communicative approaches in language learning and teaching.
Another possibility is that they become disappointed if they fail to be proficiency enough during a certain period of time. Such a sharp contrast of opinions can be partially due to the learning environment and teaching methods in Iranian governmental schools which focus on memorizing new words and grammar points. Also the relationship between these beliefs, motivation, and classroom practice is an area that could be researched more, especially in order to find out whether the beliefs regarded as detrimental are really detrimental as far as teachers and students are themselves concerned.
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. There are a few studies which have compared student beliefs with teacher beliefs.
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Indeed teachers and students are interconnected components of an educational program; and in order to gauge the effectiveness of the system, their shared contributions should be taken into consideration rather than regarding them as detached. The time needed for the participants to answer the questionnaire was not more than 20 minutes. Although there are numerous independent studies on student or teacher beliefs about language learning, there has been relatively little work on comparative studies in this area in general, and in Iran in particular.
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. This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning.
Samimy and Lee reported very similar findings, noting that the students tended to support the idea of accurate pronunciation, vocabulary learning, and using translation in Chinese learning: Methodology Participants To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants.
These beliefs must be changed because they affect bzlli teaching behavior in the classroom.
The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. The researchers also carried out an independent-samples t -test to compare the overall beliefs scores of teachers horwltz students. For example, when they expect teachers to spend more class time on vocabulary, grammar, and translation and the teachers qurstionnaire little howitz to these areas; this may lead to frustration and dissatisfaction.
Cummingscited in Richards, points out:. There was a significant difference in scores for the teachers M: This finding may be indicative of the observation that Iranian teachers and students pay a lot of attention to language proficiency and in order to show their proficiency in English, they feel they should speak Questinonaire with an excellent pronunciation. For collecting data from the teachers, the researchers distributed the instrument to 91 teachers and explained the purpose and nature of the study, but only 80 teachers responded to the questionnaire.
Zhang and Cui investigated learning beliefs held by distance English language learners in China. Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. The items of the questionnaire appear in the results section.
None of the teachers and students disagree or strongly disagree that they want to speak English very questionnairs. To sum up, both teachers and students have different beliefs concerning language learning.
The questionnaire was administered to the chosen students and teachers in English. Several broad differences were found, such as students focusing more on vocabulary and grammar.
In this study the teachers were asked not to answer item 16 because this item is specifically related to the students. Conclusion The present study has identified important language-learning-related beliefs of Iranian teachers and students. The beliefs which learners have concerning second or foreign language learning have been the subject of numerous research studies. The questionnaire was not translated into Persian, but the participants filled it in with the presence of the researchers.
Second, it is important for teachers to change the beliefs of the students which negatively affect their language learning. Also these kinds of students are maybe dissatisfied with a teacher who does not emphasize grammar, vocabulary, and translation in classroom tasks. The language learners who think that it is important to speak English with an excellent pronunciation try to have native-like accents and since most of learners cannot have a perfect accent, this may lead them to further dissatisfaction and disillusionment.
Concerning the skills, Motivations and Expectations Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, Research questions The questions that guided this research are the following: This paper reports on a study that investigated language learning beliefs of intermediate and upper intermediate EFL students 74 females and 26 males with an average age of 15 and 80 EFL teachers 36 females and 44 males with an average age of 29 in Iran.
Foreign Language Aptitude Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude. Their ages ranged from 25 to 39 with an average age of Few studies have compared the belief systems of these two major stake-holders in any educational enterprise.
Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, Some of the beliefs held by students could possibly be harmful in case they prevented them from paying attention to other language skills horditz sub-skills.