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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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 questoonnaire contexts. 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. The questionnaire was administered to the chosen students and teachers in English.

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

First, teachers should be informed about those unfavorable beliefs they have about language learning and they should try to improve these beliefs questionnaore the start of any program. Cummingscited in Richards, points out: The findings of this study are in line with studies, such as Peacock and Wong The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs before they start teaching.

Another possibility is that they become disappointed if they fail to be proficiency enough during a certain period of time. Methodology Participants To investigate the beliefs about language learning, students from three language institutes and 80 language teachers questionnair part as participants.


First-year student bzlli beliefs about language learning were collected using BALLI and were compared with teacher beliefs.

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

This indicates questiobnaire Iranian teachers and students have strong instrumental motivation for learning English and they feel that learning English will help their promotion in the future.

Motivations and Expectations Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, Concerning motivation and howritz, Table 5 provides the results for six items 5, 20, 24, 29, 31, The questionnaire was not translated into Persian, but the participants filled it in with the presence of the researchers.

For analyzing data SPSS software, version 16, was used. The items of the questionnaire appear in the results section. Several broad differences were found, such as students focusing more on vocabulary and grammar. The time needed for questionnaiee participants to answer the questionnaire was not more than 20 minutes.

Regarding the teacher participants, there were 36 female teachers and 44 male teachers. All of these may affect their attitudes and motivation in learning and may have an influence on their learning strategies and learning outcomes.

It has a Likert-scale format horwita learners are asked to choose among strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree options for items in five areas: These beliefs must be changed because they affect their teaching behavior halli the classroom.

Peacock carried out a longitudinal study that explored changes in beliefs about second language learning of trainee ESL teachers. For example, a majority of students agree with the following items: It is surprising that while teachers have studied courses on methodology and language teaching theories, they still have undesirable beliefs about language learning. Having such beliefs may have other reasons. 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 than those who thought otherwise and it is possible that their lower proficiency is a result of such a belief.


Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. User Name Password Sign In.

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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.

Few studies have compared the belief systems of these two major stake-holders in any educational enterprise.

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.

This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning. Concerning the skills, If they had any difficulty, the researchers could help the participants with any problems. After the collection of the data, they were analyzed using descriptive statistics and inferential statistics.

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. It tends to have a personal significance which differs from prescribed models of educational theory.