RELATIONSHIPS BETWEEN NON-NATIVE ENGLISH SPEAKING EFL PRE-SERVICE TEAHCERS' ENGLISH LANGAUGE LEARNING STRATEGIES AND THEIR BELIEFS TOWARD TEACHING METHODOLOGIES

Open Access
Author:
Chen, Chih-Sheng
Graduate Program:
Curriculum and Instruction
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
February 22, 2005
Committee Members:
  • Thomas Daniel Yawkey, Committee Chair
Keywords:
  • teacher education
  • pre-service teacher
  • language learning strategies
  • teaching beliefs
Abstract:
ABSTRACT This study was to explore non-English speaking EFL pre-service teachers¡¦ English language learning strategies and beliefs toward EFL teaching methodologies. In addition, the relationship between these pre-service teachers¡¦ English language learning strategies and beliefs toward EFL teaching methodologies was also investigated. Among approximately 750 pre-service teachers enrolled in the post-baccalaureate EFL teacher education programs in Taiwan, total 321 pre-service teachers participated in the research. They read and responded to a paper-and-pencil self-report Chinese questionnaire, which includes the individual background, Oxford¡¦s (1989) Strategy Inventory for Language Learning (SILL), and Beliefs toward EFL Teaching Methodologies (BETM). ANOVAs, t-tests, Pearson¡¦s correlations, and non-parametric tests were used to analyze the data. Concerning English language learning strategies, the results indicated that these pre-service teachers used language learning strategies to learn English almost high frequently (M=3.36). Also, the results indicated pre-service teachers in the study preferred Communicative Language Teaching to the Audiolingual Method. However, these pre-service teachers would mix methodologies to help students reach communicative competence. As for the relationship between language learning strategies and teaching beliefs, the results showed that there were low correlations. In sum, this study provided information for researchers and teacher educators to understand how non-English native speaking EFL pre-service teachers learned English, how they would use EFL teaching methodologies to teach their future students, and how these teachers¡¦ learning practices and teaching beliefs connected each other.