Teachers’ Beliefs and Practices of Teaching English as a Second Language

Abstract

The research explored the correlation between teachers’ beliefs and practices of teaching English as a second language to elementary classes. The relationship was explored regarding three areas, i.e. beliefs and practices about content, pedagogy, and assessment. Three objectives were formulated to determine secondary school teachers’ beliefs and practices. The researcher formulated nine research questions, three research questions against each objective. The researcher developed two instruments for data collection. The first questionnaire was on teachers’ beliefs about teaching English (QTBTE) and the second was about English teachers’ teaching observation schedule (ETTOS). Therefore, the researcher selected the sample in two ways-Sample for the survey to collect data on beliefs through QTBTE and a sample for observation (to collect data on practices through ETTOS). Results revealed an insignificant relationship between teachers’ beliefs and practices.