This large mixed methods study investigated the effects of the introductory second language acquisition (SLA) course on the beliefs of pre-service teachers (n = 381) enrolled over a threeyear period at a state university in California. Pre-to post-course paired sample t-tests that were run on 23 beliefs statements from a widely used survey revealed significant changes in beliefs in several areas including the length of time for acquisition, difficulty of language acquisition, the role of culture, the role of error correction, the importance of grammar, and the efficacy of audiolingual learning strategies. In extensive written post-course explanations, the pre-service teachers attributed their pre-course beliefs to language learning experience in high school and post-course changes in their beliefs to the SLA course content and experiential activities, most notably tutoring an ESL student (the first contact for some teachers). Depth of knowledge was revealed in the teacher comments; this included information that could not have been gleaned from the beliefs surveys alone. The findings, which demonstrated how pre-service teacher beliefs evolve within the context of a professional education course, have practical implications for course design and evaluation in teacher education programs.

This study explores the relationship between the introversion‐extraversion tendencies of Japanese students and their proficiency in English as a foreign language (EFL). It was hypothesized that in an EFL situation, extraverted students would attain a higher proficiency in English because they may take advantage of the few available opportunities to receive input in English and practice the language with native speakers. In order to test the hypothesis that extraverts are more proficient in English, 80 junior college English students and 105 adult school English students took a standardized English test, completed a personality questionnaire, and provided information on a biodata form. In addition, 45 of the junior college students participated in English oral interviews which were then rated for proficiency by two evaluators. The hypothesis that extraverts are more proficient in English was not supported. In fact, statistical analysis revealed that extraversion had a significant negative correlation with pronunciation, a subcomponent of the oral interview test. In addition, introverts tended to have higher scores on the reading and grammar components of the standardized English test. Even though introverts tended to score better on most of the English proficiency measures, it was found that junior college males who had tendencies towards extraversion had higher oral interview scores. Extraversion also correlated positively with length of time spent studying English at the adult school. These findings are discussed with respect to cultural factors predominant in Japanese society and psychological theory.

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