Abstract
Pre-service teachers’ (PST) beliefs and practices have been agreed as an initially vital basis to continue maintaining a qualified learning process. This article reviews the research on PSTs’ beliefs and practices concerning teaching and learning English as a foreign language (EFL) and the exploration of the complex relationship between EFL PSTs’ beliefs and practices. It encompasses a discussion about the nature of teachers’ beliefs, an overview of PSTs’ belief formation, and some previous studies on PSTs’ beliefs. The review of related literature summarizes the empirical studies on PSTs’ beliefs and practices from 2011 up to 2020, which reveal the diversity and similarity of the studies on EFL PSTs’ beliefs. The result obtained in this study depicts that PSTs’ beliefs about EFL teaching and learning are affected by prior language learning experiences, teacher education, and teaching practices. Besides, some constraints in the classroom setting can trigger the beliefs change covering time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence. Finally, when their tacit beliefs turn into explicit beliefs, PSTs can identify and assess their beliefs attributed to their classroom practices, from which EFL PST education can be informed to design better courses and prepare PSTs’ future careers.
 HIGHLIGHTS:
 
 EFL PSTs’ beliefs are acquired from many years of learning experiences they got from schools to teacher education, of which the condition has influenced what and how they learn to teach.
 Their beliefs, then, influence what they say and do in the classroom, which, in turn, shapes their beliefs.
 Some constraints in the classroom setting can trigger the beliefs changed: time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence.
 
Highlights
Belief is an essential topic in human behavior and learning
On behalf of the need for the development of Pre-service teachers’ (PST) education and the importance of their beliefs in teacher education, the present review aims to examine themes related to English as a foreign language (EFL) PST’s’ beliefs in English language teaching and learning and identify the role of their beliefs in EFL classroom
This study reviews some important issues related to PSTs’ beliefs about language teaching and learning. Their beliefs are related to some factors that interact each other during teaching and learning processes
Summary
Some studies define teachers’ beliefs as considerable ideas in understanding teachers’ thought processes, teaching methods, and learning to teach (Borg, 2003; Xu, 2012; Löfström & Poom-Valickis, 2013). They are important aspects in teacher education that have been designed to help teachers develop their thought and principles. Beliefs about language teaching and learning formatted by their previous knowledge will be influenced by the teacher education (Farrell & Bennis, 2013). When they have teaching practicum, they are in a condition to transfer what they have learned from teacher education courses into the classroom, resulting in transforming
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