Pre-service teachers’ language learning beliefs and effects of these beliefs on their practice teaching

Abstract

The purpose of the current study is to explore the effects of pre-service teachers’ language learning beliefs on their practice teaching. Two randomly chosen pre-service teachers were recruited in the study (one male, one female). This research mainly adopted a qualitative approach using a structured interview, philosophy statements, field-notes during observations and the reflective journals of the participants. The results of the study revealed that both participants’ teachings were greatly affected by their foreign language learning beliefs. However, it was also seen that some external factors created some divergences between the beliefs and practice teaching.