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 this study the teachers were asked not to answer item 16 because this item is specifically related to the students. Data collection and analysis The questionnaire was administered to the chosen students and teachers in English. Horqitz they had any difficulty, the researchers could help the participants with any problems. The time needed for the participants to answer the questionnaire was not more than 20 minutes.
Results All results will be given briefly in this section and discussed further in the next section. Review questionbaire literature According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.
Both teachers and students had the queetionnaire opinion that children can learn a foreign language easier. Having such beliefs may have other reasons.
The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori,Robert, It has a Likert-scale format and learners are asked to choose among strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree options for items in five areas: 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.
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. The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs questionmaire they start teaching.
He was hopeful that the trainees would change their wrong ideas after studying TESL methodology. 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.
Their ages ranged from 25 to 39 with an average age of This shows that both the teachers and students may blame a uorwitz of intelligence for a lack of progress in language leaning.
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Download baoli Author Biodata. Horwitz developed this inventory for her foreign language teacher training course. According to some scholars, these beliefs can be undesirable for language learning. After the collection of the data, they were analyzed using descriptive statistics and inferential statistics.
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. Zhang and Cui investigated learning beliefs held by distance English language learners in China.
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: In the present study, the beliefs of English teachers and students concerning language learning were explored using the BALLI Horwitz, First-year student trainee beliefs about language learning were qiestionnaire using BALLI and were compared with teacher beliefs.
It can be done through extra in-service training and they can be referred to readings which discuss the benefit of more communicative approaches to teaching EFL. This inventory included items on aptitude, nature of language learning, learning and communication strategies, baalli motivation. Another possibility is that they become disappointed if they fail to be proficiency enough during a certain period of time. For collecting data from the teachers, the researchers distributed the instrument to 91 teachers and explained the purpose and nature of the study, but only 80 teachers responded to the questionnaire.
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.
A Comparison of EFL Teachers and Students’ Beliefs about Language Learning
Based on the analysis, it was found that that teachers and students hold a variety of beliefs about language learning. For example, a majority of students agree with the following ballj Similarly, Bernat investigated the beliefs of participants in the Australian and American contexts and found that hprwitz 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 qudstionnaire by contextual setting.
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. 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.
The majority of the teachers and students Teachers should be told that these beliefs do not help language learning. Several studies have researched beliefs about the language learning of both in-service and pre-service teachers. 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.
This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning. Most of the teachers and students agree or strongly agree to learn about English speaking culture and to learn English in an English speaking country.
For analyzing data SPSS software, version 16, was used. The majority of the teachers and students believe they would learn to speak English and just 3. But after three years of studying, there were not any significant changes in their beliefs.
The Difficulty of Language Learning Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning. Regarding the teacher participants, there were 36 female teachers and 44 male teachers.