Review of research into the correspondence between language teachers' stated beliefs and practices

Baştürkmen, Helen

doi:10.1016/j.system.2012.05.001

Cited by 315 publications

(235 citation statements)

References 25 publications

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“…Teachers' beliefs are seen inconsistent in the sense that beliefs and practices do not always correspond (Basturkmen, 2012;Borg, 2001Borg, , 2006. It has also been proven that transfer of beliefs from teacher education to classroom practice is not swift or automatic (Borg, 2006(Borg, , 2011Lugossy, 2007).…”

Section: Relationships Between Teachers' Beliefs and Practicesmentioning

confidence: 99%

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

Szőcs¹

2017

Apples

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Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, 2006), it is essential to gain insight into their views regarding learner autonomy (Borg & Al-Busaidi, 2012). Similarly, learners’ perceptions concerning language learning influence their openness to the ideas presented in the language classroom (Cotterall, 1995). Furthermore, as mismatches between teachers’ and students’ beliefs could have a negative impact on learners’ motivation, understanding the relationship between teachers’ and students’ beliefs might lead to more successful learning. The present study explored language teachers’ and learners’ beliefs and classroom practices concerning learner autonomy in a Hungarian secondary school. Mixed methods were used: attitude-questionnaires and interviews revealed what language teachers (n=9) understood by learner autonomy and in what ways they claimed that they incorporated it in their practice. The study also looked into language learners’ beliefs (n=100) and reported autonomous behaviours. A questionnaire explored to what extent students felt responsible for their autonomy in language learning. Furthermore, classroom observations helped to gain insight into teachers’ classroom practices and language learners’ autonomous behaviours. Finally, the study revealed correspondences and mismatches between teachers’ and students’ autonomous beliefs. The findings of the study have pedagogical implications for practicing teachers and teacher educators as their awareness should be raised about the importance of learner autonomy to help them shape their learners’ learning experiences positively regarding autonomy development.

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Section: Relationships Between Teachers' Beliefs and Practicesmentioning

confidence: 99%

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

Szőcs¹

2017

Apples

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“…a prescribed curriculum with a focus on grammar and exams, and insufficient resources, as stated by Basturkmen (2012). It can thus be assumed that the Thai educational context may also hinder the adoption of autonomous learning.…”

Section: Literature Reviewmentioning

confidence: 99%

10.17576/3L-2016-2203-10

Tayjasanant

Suraratdecha

2016

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“…Como desde hace aproximadamente 20 años viene demostrando la investigación (Johnson, 1992;Woods, 1996;Barrios, 2004;Arnett y Turnbull, 2008;Borg, 2011), las concepciones que sostiene un docente y sus rutinas, procedimientos y dinámicas de enseñanza están indisolublemente unidas, aunque se reconoce, de igual modo, que las condiciones y limitaciones propias del contexto impiden en algunos casos la traslación de sus creencias a la práctica (Borg, 2003;Basturkmen, 2012).…”

Section: Rosa María Arburua Goyenecheunclassified

Número Completo

Pedagogía¹

2015

Bordón. Revista De Pedagogía

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Review of research into the correspondence between language teachers' stated beliefs and practices

Cited by 315 publications

References 25 publications

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

10.17576/3L-2016-2203-10

Número Completo

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