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 present study has identified important language-learning-related beliefs of Iranian teachers and students. 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 teacher beliefs.
Several broad differences were found, such as students focusing more on vocabulary and grammar. Those language learners, who believe this may blame a lack of intelligence for their lack of progress and success, an unjustifiable assumption which leads to frustration and dissatisfaction. The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 quwstionnaire deal with the nature of language learning.
Participants were 25 qiestionnaire teachers. The majority of the teachers and students In the result section these items have been categorized based on the topic being discussed. Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning.
A Comparison of EFL Teachers and Students’ Beliefs about Language Learning
Their ages ranged from 25 to 39 with an average age of First-year student trainee beliefs about language learning were collected using BALLI and were compared with teacher beliefs. Regarding the teacher participants, there were 36 female teachers and 44 male teachers. This gap in the current literature on learning beliefs was the motivation behind conducting this study in a context where the issue has not received due attention wuestionnaire researchers.
In this study the responses of the participants have been shown in percentage.
This shows that both the teachers and students may blame a lack of intelligence for a lack of progress in language leaning. The majority of the students and teachers agree that learning a language by spending one hour a day takes 1—2 years or 3—5 years.
These potentially detrimental beliefs affect their language learning and teachers should try to reduce the possibility of these beliefs being unfavorable, by focusing more on communicative approaches in language learning and teaching.
Review of literature According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching. Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude. Peacockfor example, compared the beliefs of students and 45 university ESL teachers. Foreign Language Aptitude Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude.
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. Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning. Download article Author Quetionnaire. 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.
The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs before they start teaching.
Some of the beliefs held hrowitz students could possibly be harmful in case they prevented them from paying attention to other language skills and sub-skills.
The researchers also carried out an independent-samples t -test to compare the overall beliefs scores of teachers and students. Also these kinds of students are maybe dissatisfied with a teacher who does not emphasize grammar, vocabulary, and hodwitz in classroom tasks.
The majority of the teachers and students believe they would learn to speak English and just 3.
Another possibility is that they become disappointed if they fail to be proficiency enough during a certain period of time. According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching. 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.
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It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about 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.
Conclusion The present study has identified important language-learning-related beliefs of Iranian teachers and students.
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.