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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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: Zhang and Cui investigated learning beliefs held by distance English language learners in China. The items of the questionnaire appear in the results section. However, the gap is not limited to an Iranian context and the findings will contribute to ballii better understanding of the interrelationship between teacher and student roles in language learning internationally.

This finding may be indicative of the observation that Iranian teachers and students pay a lot of attention to language proficiency and in order to show their proficiency in English, they feel they should speak English with an excellent pronunciation.

The majority of the teachers and students believe they would learn to speak English and just 3. Results All results will be given briefly in this section and discussed further in the next section. 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. The findings of this study are in line with studies, such as Peacock and Wong The researchers also carried out an independent-samples t -test to compare the overall beliefs scores of teachers and students.


To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants. None of the teachers and students disagree or strongly disagree that they want to speak English very well.

Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, 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, The beliefs which learners have concerning second or foreign language learning have been the subject of numerous research studies.

For analyzing data SPSS software, version 16, was used. Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning.

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. All the teachers questionnaaire participated in this study had a BA in English and they had passed courses on language teaching methodology and second or foreign language acquisition.

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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. In the result section these items have been categorized based on the topic being discussed.

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. The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. According to some scholars, these beliefs can be undesirable for language learning.


In this study the responses of the participants have been shown in percentage. Having such beliefs may questionjaire other reasons. The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs before they horwitx teaching.

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

This shows that both the teachers and students may blame a lack of intelligence for a lack of progress in language leaning. Both teachers and students had the same opinion that children can learn a foreign language easier. This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation.

The time needed for the participants to answer the questionnaire was not more than 20 minutes. 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. Motivations and Expectations Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, questionnaiire, This can be seen in Table 6.

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: This study has two implications for other language teaching programs. According queetionnaire Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching.

She asked her trainees to question their beliefs about language learning. Few studies have compared the belief systems of these two major stake-holders in any educational enterprise.