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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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After the collection of the data, they were analyzed using descriptive statistics and inferential statistics. The findings of Horwitz, Kern, and Mantle-Bromely were similar in several aspects and they observed that some of the learner beliefs were different from questionnqire beliefs.

For analyzing data SPSS software, version 16, was used. There are a few studies which have compared student beliefs with teacher beliefs. To investigate the beliefs about language learning, students quetionnaire three language institutes and 80 language teachers took part as participants. Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. Results All results will be given briefly in this section and discussed further in the next section.

Peacockfor example, compared the beliefs of students and 45 horwwitz ESL teachers.

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

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. This finding may be indicative of the observation that Iranian teachers and students pay hhorwitz 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.

This study has two questionnairr for other language teaching programs. Second, it is important for teachers to change the beliefs of the students which negatively affect their language learning.

This is shown in Table 7.

The majority of the teachers and students 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. 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.


Data collection and analysis The questionnaire was administered to the chosen students and teachers in English. Both teachers and students horwita the same opinion that children can learn a foreign language easier. Also these kinds of students are maybe dissatisfied with a teacher who does not emphasize grammar, vocabulary, and translation in classroom tasks.

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It is surprising that while questiknnaire have studied courses on methodology and language teaching theories, they still have undesirable 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 quesrionnaire. Conclusion The present study has identified important language-learning-related beliefs of Iranian teachers and students.

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, Most of the teachers and students agree or strongly agree to learn about English speaking culture and to learn English in an English speaking country.

In the present study, the beliefs of English teachers and students concerning language learning were explored using the BALLI Horwitz, Download article Author Biodata. 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.

Beliefs about the nature of language learning, the role of the teacher, the role of feedback, language learning strategies, and self-efficacy were examined through surveys.

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.

Teachers should be told that these beliefs do not help language learning. Several broad differences were found, such qjestionnaire students focusing more on vocabulary and grammar. It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language learning.


The present study has identified important language-learning-related beliefs of Iranian teachers quuestionnaire students. To sum up, both teachers and students have different beliefs concerning language learning. This represents that almost half of the students underestimate the difficulty of speaking a foreign language and according to Peacock the learners who underestimate the difficulty of language learning are significantly less proficient quesitonnaire those who thought otherwise and it is possible that their lower proficiency is a result of such a belief.

None of the teachers and students disagree or strongly disagree that they want to speak English very well. Zhang and Cui investigated learning beliefs held by distance English language learners in China. Horwitz developed this inventory for her foreign language teacher training course. In this study the teachers were asked not to answer item 16 because this item is specifically related to the students.

Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, 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.

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.

When a learner pays a lot of attention to learning grammar, vocabulary, and translation, he or she may spend a lot of time memorizing vocabulary lists and grammatical points and he or she may ignore the communicative aspects of 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.