Abstract
The present investigation aims to explore the existence of similarities and differences of beliefs about English Language learning held by EFL pre-service and in-service teachers in Lao P.D.R. A total of 962 pre-service teachers and 129 in-service teachers from 3 universities and 8 Teachers’ Training Colleges were involved in this study. Two questionnaires were used to collect the data. Chi-square (x2) tests were used to analyze the quantitative data from both pre-service teachers’ and in-service teachers’ questionnaires. The results of the chi-square (x2) tests revealed that 13 out of 39 items of beliefs varied significantly between pre-service and in-service teachers.
Highlights
Pre-service and In-service teachers come to any teacher education program with prior experiences, knowledge and beliefs about learning and teaching English
The present investigation aims to explore the existence of similarities and differences of beliefs about English Language learning held by EFL pre-service and in-service teachers in Lao P.D.R
As cited in Vibulphol (2004), these findings suggest that second language teachers, with an understanding of learners’ beliefs about language learning, can help enhance learners’ success in language learning two ways: by promoting their students’ beliefs that are facilitative to language learning e.g. “I believe that I will learn to speak English well” “I have English Language aptitude” and by refining those that are debilitative. e.g. “English is a difficult language” or “I learn English only to pass the exam”
Summary
Pre-service and In-service teachers come to any teacher education program with prior experiences, knowledge and beliefs about learning and teaching English. Pre-service and In-service teachers’ prior knowledge and beliefs have an effective role in developing them as prospective teachers and teachers. BALLI questionnaires have been widely used or modified for use by some researchers in investigating learners’ beliefs in second or foreign language settings. The preconceived beliefs about language learning would be likely to affect the way the learners use their learning strategies to learn a second or foreign language (Horwitz, 1987a, 1988; Wenden, 1986a, 1987a). The preconceived beliefs about language learning would be likely to affect the way the learners use their learning strategies to learn a second or foreign language (Horwitz, 1987a, 1988; Wenden, 1986a, 1987a). Kagan (1992, p. 85) affirms that the study of beliefs is critical to educational practice since beliefs may be “the clearest measure of a teacher’s professional growth”
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