Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature (original) (raw)
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A comparative study on language learning beliefs of pre-service and in-service EFL teachers
The purpose of this study is finding out what beliefs about language learning do pre-service and in-service English language teachers have, and whether there are any differences between their beliefs. This study adopts both quantitative and qualitative approaches to investigating beliefs about language learning. In the study, a self-report questionnaire (BALLI) and a semi-structured interview are utilized. It is concluded that changes in certain beliefs take place between the first year to the fourth year pre-service EFL teachers and these changes can be attributed to the four year teacher education program they are engaged in. It is also concluded that language teaching experience also creates a difference in beliefs about language learning of pre-service and in-service EFL teachers. Key words: Beliefs, pre-service EFL teachers, in-service EFL teachers
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This article reports the findings of a qualitative case study examining the knowledge base held by English language teacher candidates enrolled in two university pre-service programs in Lebanon and Canada. Through an examination of blog postings and the data collected through semi-structured interviews, eight Canadian and eleven Lebanese respondents were polled while taking courses focusing on second language teaching methodology. Based on our findings, we argue that what teacher candidates know about their field of expertise is communal, contextually bounded and uniquely rooted in their experiences within and outside their pre-service programs. Moreover, the multitude of beliefs shared by these two groups of pre-service teachers demonstrate that there is indeed a universal knowledge base associated with the teaching of English as a Second Language (ESL) and English as a Foreign Language (EFL). However, we have also found significant differences between these fields based on specific and local contexts.
International Journal of Academic Research in Progressive Education and Development, 2017
The article addresses the beliefs of in-service teachers about English, language learning and teaching, posing the relevant and fundamental question 'what are the beliefs of in-service teachers about English, language learning and teaching'. Beliefs underpin the behavior, action and learning of human being. Language teachers, like people in other discipline, possess certain beliefs about learning which have either positive or negative impact on their classroom practice, and thereby on students' language learning. This article reports on an investigation into the beliefs of 400 teachers (120 females and 280 males) in Bangladesh. Additionally, the current study intends to uncover the beliefs of 120 teachers about English and teaching. The teachers chosen in this study have received in-service training from TTCs, ELTIP and EIA. The questionnaire administered to reveal teachers' beliefs about language learning is the one developed by Horwitz. In contrast, the questionnaires administered to sort out teachers' beliefs about English and teaching, are the ones suggested by Richards and Lockhart. The findings show that teachers hold certain impractical beliefs and misconceptions about English which may drastically affect learners' language learning.
The purpose of the current study is to explore the effects of pre-service teachers" language learning beliefs on their practice teaching. Two randomly chosen pre-service teachers were recruited in the study (one male, one female). This research mainly adopted a qualitative approach using a structured interview, philosophy statements, field-notes during observations and the reflective journals of the participants. To explore their language learning beliefs and to determine the categories participants" interview transcriptions were open coded. Five main categories of language learning beliefs were identified in the end of the analysis; (1) ideal English learner, (2) ideal English teacher, (3) ideal English classroom, (4) difficulties in language learning process, (5) strategies of learners to overcome difficulties. The findings of the observation checklist and reflection papers written by the participants revealed some significant effects of the language learning beliefs of preservice teachers on their practice teaching. Briefly, the results of the study revealed that both participants" teachings were greatly affected by their foreign language learning beliefs. However, it was also seen that some external factors created some divergences between the beliefs and practice teaching.
The emerging beliefs and instructional practices of preservice English as a second language teachers
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This study infers preservice English as a second language (ESL) teachers' beliefs about second language teachers and second language teaching from narrative statements made about their beliefs, from teachers' intentionality to teach in a particular way, and from teachers' perceptions of their instructional practices during the practicum teaching experience. The findings indicate emerging beliefs based on conflicting images of teachers and teaching that require access to alternative images of second language teachers and second language teaching if preservice teachers' beliefs are to shift and mature beyond their limited apprenticeship of observation and, ultimately, reconstruct a model of action that is appropriate for effective second language instruction.
Identifying Pre-Service Teachers' Beliefs About Teaching EFL and Their Potential Changes
This study aims at identifying pre-service teachers’ beliefs about teaching English as a foreign language and tracking their potential changes throughout the teaching practicum. Participants were two pre-service teachers in their fifth year of their Bachelor of Arts in Foreign Languages program in a public university in Colombia. Data were gathered through a modified version of Beliefs about Language Learning Inventory before the practicum, eight weekly journal entries administered during ten weeks, and two semi-structured interviews at the end of the teaching practicum. The findings revealed that most of the pre-service teachers’ beliefs changed once they faced the reality of the classroom.
The purpose of the current study is to explore the effects of pre-service teachers' language learning beliefs on their practice teaching. Two randomly chosen pre-service teachers were recruited in the study (one male, one female). This research mainly adopted a qualitative approach using a structured interview, philosophy statements, field-notes during observations and the reflective journals of the participants. The results of the study revealed that both participants' teachings were greatly affected by their foreign language learning beliefs. However, it was also seen that some external factors created some divergences between the beliefs and practice teaching.
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This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactio...
Novice EFL Teachers' Preconceptions of Teaching English: A Case Study of Iranian Private Institutes
Journal of Language Horizons, 2021
As a growing trend in the cognitive approach to teaching, exploring teachers' preconceptions can help to reveal various underlying dimensions that could leave significant impacts on the teaching process. Such preconceptions, of course, are very important in the case of novice teachers, particularly English as foreign language (EFL) ones, who have started to shape or reshape their ideas about teaching. This study investigated Iranian EFL novice teachers' preconceptions at private institutes, following three purposes: (a) it tried to find any possibly existing underlying preconceptions about teaching in the teachers; (b) it sought to detect any