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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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. Perhaps this is due to the teaching methods and structure of Iranian English books which follow behaviorism. Researchers have found that learning experiences lead learners to develop beliefs about language learning Horwitz, ; Mori,Robert, The time needed for the participants to answer the questionnaire was not more than 20 minutes.

The items of the questionnaire appear in the results section. 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 results will be given briefly questionnxire this section and discussed further in the next section. 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 hogwitz in English, they feel they should speak English with an excellent pronunciation.

The conclusions were that considerable efforts should be made to eliminate any unfavorable trainee beliefs before they start teaching. Table 3 had six items 8, 12, 17, 23, 27, 28 which deal with the nature of language learning. 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.

This indicates that learning about the cultures of the target language is very important and that culture is an integral part of learning a foreign language.

The present study has identified important language-learning-related beliefs of Iranian 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. 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 their lower proficiency is a result of such a belief.

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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.

Peacock carried out a longitudinal study that explored changes in beliefs about second questiohnaire learning of trainee ESL teachers.

Man Whitney U and independent samples t -test were used to investigate the differences between the teachers and the quesgionnaire in their beliefs about language learning. Table 1 deals with foreign language aptitude. The beliefs which learners have concerning second or foreign language learning have been the subject of numerous research studies.

In this study the teachers were asked not to ba,li item 16 howitz this item is specifically related to the students. However, the gap queestionnaire not questionnaire to an Iranian context and the findings questionnxire contribute to the better understanding of the interrelationship between teacher and student roles in language learning internationally.

This is shown in Table 7. According to Richards and Schmitlearner beliefs include opinions learners have about various aspects of language, learning and teaching. Sixty nine percent of the students agree that they have a special ability for learning foreign languages. 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. 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.

This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation. 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.

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.

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Such a sharp contrast of opinions can be partially due to the learning environment and teaching methods in Iranian governmental schools which focus on memorizing new words and grammar points.

The Difficulty of Language Learning Table 2 consists of five items 3, 4, 15, 25, 34 which deal with the difficulty of language learning. This indicates that Iranian teachers and students have strong instrumental motivation for learning English and they feel that learning English will help their promotion in the future.

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. These studies were designed based on quetsionnaire hypothesis that teacher beliefs may influence student beliefs through instructional practices.

Download article Author Biodata Vol. Table 4 is concerned with learning and communication strategies and there were eight items 7, 9, 13, 14, 18, 21, 22, Regarding the teacher participants, there were 36 female teachers and 44 male teachers.

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

The researchers also carried out an independent-samples t -test to compare the overall beliefs scores of teachers and students. Several broad differences were found, such as students focusing more on vocabulary and grammar.

Cummingscited in Richards, points out:. Having such beliefs may have other reasons. The 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. In terms of gender, the students were not balanced 74 females and 26 males. 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 language learning.

At present, the instrument which is mostly used for collecting data in the area of learner beliefs about language learning is the item Likert-scale BALLI.

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