Investigating Iranian EFL Prospective and Practicing Teachers' Language Learning Beliefs: Targeting Contextual Differences

Abstract

The current paper attempted to explore the beliefs of Iranian prospective and practicing teachers regarding foreign language learning. It sought to explore whether there was any significant difference between prospective and practicing teachers' beliefs about foreign language learning; and if context (school VS language institute) affected practicing teachers' beliefs with regards to learning a foreign language. To conduct the study, the 27-item BALLI questionnaire developed by Horwitz (1985) was utilized. The BALLI questionnaire was consisted of five components; foreign language aptitude, motivation and expectation, the difficulty of language learning, the nature of language learning, and learning and communication strategies. 91 EFL practicing and prospective teachers participated in the study. The results showed that prospective and practicing teachers’ beliefs differed significantly regarding motivation and expectation (p<.01), whereas with respect to foreign language aptitude, the difficulty of language learning, the nature of language learning, and learning and communication strategies no significant difference was observed between prospective and practicing teachers. In exploring possible differences between school and language institute teachers' foreign language learning beliefs, the results were indicative of the fact that context did not have any significant impact on the English teachers' beliefs. Finally, it was found out that gender did not affect practicing teachers' beliefs about English language learning