HORWITZ BALLI QUESTIONNAIRE PDF

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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Research questions The questions that guided this research are the following: 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.

Ballii 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. Review of literature According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching. Mantle-Bromley mentions that there are learners who believe that people who speak more than one language are very intelligent. After the collection of the data, they were analyzed using descriptive statistics and inferential statistics.

This means that Iranian students have a relatively high level of confidence for learning foreign languages and this certainly helps their learning. 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 by researchers.

Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. 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. Results All results will be given briefly in this section and discussed further in the next section.

Based on the analysis, it was found that that teachers and students hold a variety of beliefs about language learning. Peacock carried out a longitudinal study that explored changes in beliefs about second language learning of trainee ESL teachers.

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Motivations and Expectations Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31, According to some scholars, these beliefs can be undesirable for language learning. It was also shown that there was a significant and meaningful difference between teachers and students in their beliefs about language learning.

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.

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

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. Conclusion The present study has identified important language-learning-related beliefs of Iranian teachers and students.

The questionnaire was not translated into Persian, but the participants filled it in with the presence of the researchers. This paper reports on a study that investigated language learning beliefs of intermediate and upper intermediate EFL students 74 females and 26 males with an average age of 15 and 80 EFL teachers 36 females and 44 males with an average age of 29 in Iran.

Man Whitney U and independent samples t -test were used to investigate the differences between the teachers and the students in their beliefs about language learning.

This questionnair that both the teachers and students may blame a lack of intelligence for a lack of progress in language leaning. 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.

Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori,Robert, 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.

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.

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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.

Their ages ranged from 25 to 39 with an average age of These beliefs must be changed because they affect their teaching behavior in the classroom. 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.

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.

For example, a majority of students agree with the following items: In the result section these items have been categorized based on the topic being discussed.

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

There are a few studies which have compared student beliefs with teacher beliefs. Also these kinds of students are maybe dissatisfied with a teacher who does not emphasize grammar, vocabulary, and translation in classroom quesyionnaire. The language learners who think that it is important to speak English with an excellent pronunciation try to have native-like accents and since most of learners cannot have a perfect accent, this may lead them to further dissatisfaction and disillusionment.

Concerning motivation and expectations, Table 5 provides the results for six items 5, 20, 24, 29, 31,

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