Teachers and Students Beliefs about EFL in the Faculty of Social Sciences - Kuwait University

Abstract

This research paper sheds light on the beliefs of both students and teachers in the Faculty of Social Sciences – Kuwait University – in February and March of the academic year 2014/2015 regarding learning English as a Second Language (ESL). Since the research is social survey, it is classified as social descriptive study. The focus of the study is on the similarities and differences as well as the influence of gender on these beliefs. Two samples of 168 students and 13 teachers were the focus of the study. The Beliefs About Language Learning Inventory (Horwitz, 1985, 1987, 1988) along with demographic questionnaires were given to the sample students and teacher. The questions varied in their focus: they focused on the characteristics of foreign language learning, learners’ motivations and expectations, the difficulty of language learning, gender differences, foreign language aptitude, and learning and communication strategies. Results show that students and teachers have different sets of beliefs. However, substantial variables concerning beliefs were detected on 16 out of 28 items (P ˂ .05). The differences in gender obviously show an influence on students' beliefs. The findings suggest that the differences in students' and teachers' expectations were attributed to students' state of frustration, hidden refusal to activities, inappropriately focused study skills, and lack of motivation. Students and teachers were given the chance to identify and assess their own individual beliefs about language learning; therefore, it becomes possible to bring any mismatches to light and address them. Christian and Krahnke (1986) supported the idea that the beliefs language learners hold constitute a beneficial basis of insight into language learning particularly in the case of combination with analysis of both learner activity and teachers’ behavior.