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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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. This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning.

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He was hopeful that the trainees would change their wrong ideas after studying TESL methodology. None of the teachers and students disagree or strongly disagree that they want to speak English very well. Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very intelligent. The findings of this study are in line with studies, such as Peacock and Wong Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori,Robert, 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.

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 English with an excellent pronunciation.

First-year student trainee beliefs about language learning were collected using BALLI and were questionnzire with teacher beliefs. Man Whitney U and independent samples t -test were used to investigate the differences between the teachers and the students in their beliefs about language learning. Based on the analysis, it was found that that teachers and students hold a variety of beliefs about language learning.

Peacock concluded that learners with this belief may focus on bapli vocabulary items and grammar rules and may not pay attention to the tasks which are given by teachers and they may also be dissatisfied with teachers who do otherwise in the classroom.


She used the BALLI to collect data and the data analysis showed that generally pre-service teachers recognized the existence of foreign language aptitude and placed strong emphasis on excellent pronunciation, vocabulary acquisition, the benefits of practice, and an immersion approach to language learning.

Table 1 deals with foreign language aptitude. First, teachers should be informed about those unfavorable beliefs they have about language learning and they should try to improve these beliefs at the start of any program. If they had any difficulty, the researchers could help the participants with any problems.

Concerning the skills, The majority of the teachers and students The majority of the teachers and students believe they would learn to speak English and just 3. 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.

The questionnaire was not translated into Persian, but the participants filled it in with the presence of the researchers. These beliefs must be changed because they affect their teaching behavior in the classroom.

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, Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, It is surprising that while teachers have studied courses on methodology and language teaching theories, they still have undesirable beliefs about language learning.

The kind of practical knowledge which teachers use in teaching, appear to exist largely in very personalized terms, based on unique experiences, individual conceptions, and their interaction with local contexts. To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants. It has a Likert-scale format and learners are asked to choose among strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree options for items in five areas: 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.


The majority of the students and teachers agree that learning a language by spending one hour a day takes 1—2 years or 3—5 years.

A Comparison of EFL Teachers and Students’ Beliefs about Language Learning

For analyzing data SPSS software, version 16, was used. Their ages ranged from 25 to 39 with an average age of Both teachers and students had the same opinion that children can learn a foreign language easier. Cummingscited in Richards, points out:.

The researchers also carried questtionnaire an independent-samples t -test to compare the overall beliefs scores of teachers and students. In the result section these items have been categorized based on the topic being discussed. 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.

All results will be given briefly in this section and discussed further in the next section.

hkrwitz Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning. The beliefs which learners have concerning second or foreign language learning have been the subject of numerous research studies.

Some of the beliefs held by students could possibly be harmful in case they prevented them from paying attention to other language skills and sub-skills. Several broad differences were found, such as students focusing more on vocabulary and grammar. There was a significant difference in scores for the teachers M: Also these kinds questionnaie students are maybe dissatisfied with a teacher who does not emphasize grammar, vocabulary, and translation in classroom tasks.

Sixty nine percent of the students agree that they have a special ability for learning foreign languages. 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.

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