NDLI: Prospective EFL Teachers: What Language Learning Beliefs Do They Hold?

Content Provider	Springer Nature Link
Author	Asassfeh, Sahail M.
Copyright Year	2013
Abstract	Beliefs, a complex web of multifaceted dimensions, have a tremendous impact on the expectations learners hold and the learning actions they take. Learners of English as a foreign language (EFL) hold different preconceptions and sometimes misconceptions about language and language learning that may influence their learning experience negatively. Despite the abundance of many studies that investigated EFL learners’ beliefs, there is a paucity of studies on discipline-specific learner beliefs. Therefore, this study investigates prospective EFL teachers’ beliefs about EFL learning using a 40-item revised version of the beliefs about language learning inventory on a sample of 200 (75 males and 125 females) who represent the four-year program they are enrolled in and three proficiency levels (low, intermediate, and advanced). Results indicate that the beliefs of motivation are the strongest, while those associated with the difficulty of language learning are the weakest. Additionally, the findings support differences associated with gender, proficiency level, and academic year.
Starting Page	13
Ending Page	26
Page Count	14
File Format	PDF
ISSN	01195646
Journal	The Asia-Pacific Education Researcher
Volume Number	24
Issue Number	1
e-ISSN	22437908
Language	English
Publisher	Springer Singapore
Publisher Date	2013-12-03
Publisher Place	Singapore
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Learning & Instruction Sociology of Education Motivation Educational Policy and Politics Education (general) International and Comparative Education Learner expectations Jordanian undergraduates EFL learning beliefs Language aptitude Prospective EFL teachers
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

A Qualitative Report on the Perceived Awareness of Pronunciation Instruction: Increasing Needs and Expectations of Prospective EFL Teachers

What they think, what they know, what they do: Rural secondary teachers’ motivational beliefs and strategies

Impact of the Political, Economic, and Educational Contexts on Life Stories of Taiwanese EFL Teachers

Demotivation Experienced by English as Foreign Language (EFL) Learners in the Lao PDR

Language Learning as Linguistic Entrepreneurship: Implications for Language Education

Interpreting Ambivalence Regarding Motivation for Teaching Among Student–Teachers

Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs

Turkish and Singaporean Pre-service Physics Teachers’ Beliefs about Teaching and Use of Technology

Validation of Attitudes and Beliefs on Classroom Control Inventory among Beginning Teachers in Singapore Schools

Prospective EFL Teachers: What Language Learning Beliefs Do They Hold?

Similar Documents

A Qualitative Report on the Perceived Awareness of Pronunciation Instruction: Increasing Needs and Expectations of Prospective EFL Teachers

What they think, what they know, what they do: Rural secondary teachers’ motivational beliefs and strategies

Impact of the Political, Economic, and Educational Contexts on Life Stories of Taiwanese EFL Teachers

Demotivation Experienced by English as Foreign Language (EFL) Learners in the Lao PDR

Language Learning as Linguistic Entrepreneurship: Implications for Language Education

Interpreting Ambivalence Regarding Motivation for Teaching Among Student–Teachers

Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs

Turkish and Singaporean Pre-service Physics Teachers’ Beliefs about Teaching and Use of Technology

Validation of Attitudes and Beliefs on Classroom Control Inventory among Beginning Teachers in Singapore Schools

Prospective EFL Teachers: What Language Learning Beliefs Do They Hold?