Exploring Learners and Teachers’ Beliefs towards English Teaching and Learning in the Local Context.

Abstract

There is a contradiction between learners and teachers’ perceptions of what happens in the classroom; the reason is that teachers and learners do not see classroom events in the same way. This paper aimed at raising awareness about students and teachers’ beliefs about English learning and teaching in a public university. The main objectives were, first, to identify the beliefs teachers and learners hold towards English teaching and learning and second to explore how these beliefs influence the learning outcomes of classes, and to identify if teachers’ intention and students’ perception produce gaps in the teaching and learning process. The mismatches between teachers and students’ beliefs point to the need for English teachers to discover their students’ perspectives and explore how those beliefs influence the learning outcomes of classes.