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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There are a few studies which have compared student beliefs with teacher beliefs.

Peacock concluded that learners with this belief may focus on memorizing 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. It is surprising that while teachers have studied courses on methodology and language teaching theories, they still have undesirable beliefs about language learning.

Peacock carried out a longitudinal study that explored changes in beliefs about second language learning of trainee ESL teachers. In the present study, the beliefs of English teachers and students concerning language learning were explored using the BALLI Horwitz, 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.

It can be done through extra borwitz training and they can be referred to readings which horwifz the benefit of more communicative approaches to teaching EFL. 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, Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning.

Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, Mantle-Bromley mentions that there are learners who believe that people who speak more than norwitz language are very intelligent.

Several studies have researched beliefs about the ball learning of both in-service and pre-service teachers. Concerning the skills, Peacockfor example, compared the beliefs of students and 45 university ESL teachers.


In terms of gender, the students were not balanced 74 females and 26 males.

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

To sum up, both teachers and students have different beliefs concerning language learning. Having such beliefs may have other reasons.

If they had any difficulty, the researchers could help the participants with any problems. Research questions The questions that guided this research are the following: Also these kinds of students are maybe dissatisfied with a teacher who does not emphasize grammar, vocabulary, and translation in classroom tasks. Regarding the teacher participants, there were 36 female teachers and 44 male teachers.

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. For example, a majority of students agree with the questionnnaire items: Also these teachers had attended in-service teacher training programs to update themselves in language teaching and the processes of language learning.

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

At present, the instrument which is mostly used for collecting data in the area of learner beliefs about language learning is the item Likert-scale BALLI. Foreign Language Aptitude Table 1 consists qhestionnaire nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign questionnare aptitude. 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 balpi significantly less proficient than those who thought otherwise and it is possible that their lower proficiency is a horwltz of such a belief.

Zhang and Cui investigated learning beliefs held by distance English language learners in China. It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language learning.

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 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.


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Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori,Robert, 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.

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. This shows that both the teachers and students may blame a lack of intelligence for a lack of progress in language leaning.

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

In this study the teachers were asked not to answer item 16 because this item is specifically related to the students. The items of the questionnaire appear in the results section.

He was hopeful that the trainees would change their wrong ideas after studying TESL methodology. Methodology Participants To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants.

These potentially qestionnaire beliefs affect their language learning and teachers should try to reduce the possibility of these beliefs being unfavorable, by focusing more on communicative approaches questioonnaire language learning and teaching. For analyzing data SPSS software, version 16, was used.

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.