Abstract
This study aimed to find out the relationship among EFL university teachers’ code-based and meaning-based beliefs in writing instruction, classroom writing activities and classroom organization. To...
Highlights
Bauersfeld (1979) reported that before 1980s, the learners’ amount of learning was investigated in order to reform and evaluate the educational content; the influential roles of teachers in the success of learners were ignored
The results showed that teachers who have code-based beliefs use individual writing activities; while, those who support meaning-based beliefs employ pair, group, and whole-class writing activities
The purpose of this study was to find the relationship between EFL teachers code-based and meaning-based beliefs and writing activities and class organization
Summary
Bauersfeld (1979) reported that before 1980s, the learners’ amount of learning was investigated in order to reform and evaluate the educational content; the influential roles of teachers in the success of learners were ignored. It was believed that because prospective teachers spend lots of hours in the classroom, their beliefs are shaped from the time they receive formal training, ; later they would try to use the same latent beliefs in their own classrooms (Zeichner & Tabachnick, 1981). In this regard, Pajares (1993) found that “beliefs are the best predictors of individual behavior” Skott (2009) declared that belief can influence practice and play an important role in teaching practice. Our study is the reflection of Gaitas and Martins’ conceptualization of teachers’ code-based and meaning-based beliefs but at the university setting
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
