This study employs Horwitz’s BALLI () with the aim to investigate beliefs . Mori () developed her own language learning questionnaire to assess the. Introduction. The goal of language education is to provide students with tools they can use to become successful language learners. Students and educators are. The Beliefs about Language Learning Inventory (BALLI): Teacher Version. This version adapted with Horwitz, E. K. (). Becoming a language teacher: A.

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Research questions The questions that guided this research are the following: It tends to have a personal significance which differs from prescribed models of educational theory. Another possibility is that they become disappointed if they fail to be proficiency enough during a certain period of time. Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning. 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.

Samimy and Lee reported very similar findings, noting that the students tended to support the idea of accurate pronunciation, vocabulary learning, and using translation in Chinese learning: The findings of this study are in line with studies, such as Peacock and Wong The questionnaire was not translated into Persian, but the participants filled it in with the presence of the researchers.

Motivations and Expectations Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, The items of the questionnaire appear in the results section.

First, teachers should be informed about those unfavorable beliefs they have about language learning and they should try to improve these beliefs at the start of any program. Both teachers and students had the same opinion that children can learn a foreign language easier. For example, when they expect teachers to spend more class time on vocabulary, grammar, and translation and the teachers pay little attention to these areas; this may lead to frustration and dissatisfaction.

Cummingscited in Richards, points out: To sum up, both teachers and students have different beliefs concerning language learning. 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 majority of the teachers and students believe they would learn to speak English and just 3. This indicates that Iranian teachers and students have strong instrumental motivation for learning English and they feel that learning English will help their promotion in the future. He was hopeful that the trainees would change their wrong ideas after studying TESL methodology.

None of the teachers and students disagree or strongly disagree that they want to speak English very well. 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 Difficulty of Language Learning Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning.

In this study the responses of the participants have been shown in percentage. 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.

Cummingscited in Richards, points out:. Second, it is important for teachers to change the beliefs of the students which negatively affect their language learning.

Man Whitney U and independent samples t -test were used to investigate the differences between the teachers and the students in their horwit about language learning. Also these teachers had attended in-service teacher training programs to update themselves in language teaching and the processes of language learning. But after three years of studying, there were not any significant changes in their beliefs. In this study the teachers were asked not to answer item 16 because this item is specifically related to the students.

These beliefs must be changed because they affect their teaching behavior in the classroom. Methodology Participants To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants.

Questiionnaire 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. 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. This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation.

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For example, a majority of students agree with the following items: Sixty nine percent of the students agree that they have a special ability for learning foreign languages. To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took horditz as participants. 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.

This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning. It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language learning.

A Comparison of EFL Teachers and Students’ Beliefs about 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. According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.

Their ages ranged from 25 to 39 with an average age of This study has two implications for other language horwita programs. 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. Table 1 deals with foreign language aptitude. Although there are numerous independent studies on student or teacher beliefs about language learning, there has been relatively little work on comparative studies in this area in general, and in Iran in particular.

Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the questionnaide of language learning. Review of literature According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.