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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In the result section these items have been categorized based on the topic being discussed. None of balil teachers and students disagree or strongly disagree that they want to speak English very well.

Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori, norwitz, Robert, This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning.

Data collection and analysis The questionnaire was administered to the chosen students and teachers in English. 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.

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

Concerning the skills, The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. 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.

These studies were designed based on the hypothesis that teacher beliefs may influence student beliefs through instructional practices. Cummingscited in Richards, points out:.


It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language learning. All results will be given briefly in this section and discussed further in the next section. If they had any difficulty, the researchers could help the participants with any problems. Download horwirz Author Biodata Vol. Peacockfor example, compared the questionnaiire of students and 45 university ESL teachers.

The findings of this study are in line with studies, such as Peacock and Wong 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 bballi speak English with an excellent pronunciation.

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, The researchers also carried out an independent-samples t -test to compare the overall beliefs scores of teachers and students. Both teachers and students had the same opinion that children can learn a foreign language easier. 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.

Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very hkrwitz. This is shown in Table 7.

Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude. There was a significant difference in scores for the teachers M: 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 questionnzire not help language learning. Questionniare example, a majority of students agree with the following items: Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning.

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. Those language learners, who believe this may blame bapli lack of intelligence for their lack of progress and success, an unjustifiable assumption which leads to frustration and dissatisfaction. He was hopeful that the trainees would change their wrong ideas after studying TESL methodology.

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. 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.

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Participants were 25 pre-service teachers. But after three years of studying, there were not any significant changes in their beliefs. Regarding the teacher baloi, there were 36 female teachers and 44 male teachers.

Second, it is important for teachers to change the beliefs of the students which negatively affect their language learning. Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22,