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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Participants were 25 pre-service teachers. The Difficulty of Language Learning Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning.

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She asked her trainees to question their beliefs about language learning. Also the relationship between these beliefs, motivation, and classroom practice is an area that could be researched more, especially in order to find out whether the beliefs regarded as detrimental are really detrimental as far as teachers and students are themselves concerned.

Table 1 consists of nine items 1, 2, 6, 10, 11, 16, 19, 30, and 33 which dealt with foreign language aptitude. To sum up, both teachers and students have different beliefs concerning language learning.

Results All results will be given briefly in this section and discussed further in the next section. Peacockfor example, compared the beliefs of students and 45 university ESL teachers.

Their ages ranged from 25 to 39 with an average age of Research questions The questions that guided this research are the following: The researchers also carried out an independent-samples t -test to compare the overall beliefs scores of teachers and students. 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.

It is surprising that while teachers have studied courses on methodology and language teaching theories, they still have undesirable beliefs about language learning. 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. When a learner pays a lot of attention to learning grammar, vocabulary, and translation, he or she may spend a lot of time memorizing vocabulary lists and grammatical points and he or she may ignore the communicative aspects of language. The items of the questionnaire appear in the results section.

This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation. 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. Second, it is important for teachers to change the beliefs of the students which negatively affect their language learning.

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Table 1 deals with foreign language aptitude. Cummingscited in Richards, points out: It was found that the majority of the participants perceived insufficient communication with teachers and peer students as the dominant difficulty in distance learning, and that distance language learning was more difficult than traditional classroom horwita learning.

In terms of gender, the students were not balanced 74 females and 26 males. 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. To investigate the beliefs about language learning, students from three language institutes and 80 language teachers took part as participants.

Download article Author Biodata Vol. The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs before they start teaching.

This indicates that Iranian teachers and students have strong instrumental nalli for learning Hhorwitz and they feel that learning English will help their promotion in the future. The Nature of Language Learning Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning.

All of these may affect their attitudes and motivation in learning and may have an influence questionaire their learning strategies and learning outcomes. Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, For example, a majority of students agree with the following items: First, teachers should be informed about those horwktz beliefs they have about language learning and they should try to improve these beliefs at the start of any hoorwitz.

The beliefs which learners have concerning second or foreign language learning have been the subject of numerous research studies. Several broad differences were found, such as students focusing more on vocabulary and grammar.

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 questionmaire by teachers and they may also be dissatisfied with teachers who do otherwise questiobnaire the classroom.

The findings of Horwitz, Kern, and Mantle-Bromely were similar in questionnalre aspects and they observed that some of the learner beliefs were different from teacher beliefs.


Some of the beliefs held by students could possibly be harmful in case they prevented them from paying qudstionnaire to other language skills and sub-skills. 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 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 questionnaore lower proficiency is a result of such a belief.

Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori,Robert, 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. All results will be given briefly in this section and discussed further in the next section.

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

These studies were designed based on the hypothesis that teacher beliefs may influence student beliefs through instructional practices. Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very intelligent. Having such beliefs may have other reasons. The language learners who think that it is important to speak English with an excellent pronunciation try to have native-like accents and horwifz most of learners cannot have a perfect accent, this may lead them to further dissatisfaction and disillusionment.

If they had any difficulty, the researchers could help the participants with any problems.

According to some scholars, these beliefs can be undesirable for language learning. Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, Teachers should be told that these beliefs do not help language learning.

Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. Based on the analysis, it was found that that teachers and students hold a variety of beliefs about language learning.

Although there are numerous independent studies on student or teacher beliefs about language learning, there has been horwigz little work on comparative studies in this area in general, and in Iran in particular. For analyzing data SPSS software, version 16, was used.