Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

Abstract

Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using questionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes.

Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

“…All but one of the survey items were borrowed from the previous studies that investigated similar research questions (Javid, et al, 2012;Nhapulo, 2013;Parris & Block, 2007;Sherry, et al 2004). To establish validity and reliability of these items, the survey was pilot-tested with fortytwo students and eight faculty.…”

“…Research into second language acquisition (SLA) has pointed to teacher and learner expectations as one of the variables that can influence the learning process (Nhapulo, 2013). The significance of these expectations in the development of faculty-student relationship and their implications in academics are greatly debated by many researchers.…”

“…One way to increase the chances of success in a language program is to enhance better understanding between the English faculty and the students studying English by investigating the expectations both groups hold about their roles in language development. Many research studies have tried to investigate these views in different contexts (Nhapulo, 2013;Sherry et al, 2004;Tsiplakides & Keramida, 2010). However, to the best of the researcher's knowledge, this will be the first study of its kind that will evaluate 1) Gulf Arab-a student that comes from any of the six Gulf Cooperation Council (GCC) countries: Saudi Arabia, United Arab Emirates, Qatar, Kuwait, Bahrain and Oman; 2) Non-Gulf Arab-a student that comes from a country that is an Arab state but is not included in the GCC countries; and 3) English Faculty expectations about their responsibilities towards English studies at a Middle Eastern university.…”

Línguas estrangeiras/adicionais, educação crítica e cidadania

“…O estudo que ora propomos ancora-se na Linguística Aplicada, mais centradamente nos estudos de experiências (CONCEIÇÃO, 2006;DUFVA, 2003;DEWEY, 1938;MICCOLI, , 2010VIEIRA-ABRAHÃO, 2011), crenças (BARCELOS, 2001(BARCELOS, , 2006HOSENFELD, 2003;NHAPULO, 2013;PERINE, 2013;WOODS, 2003) e expectativas (BERNAT; GVOZDENKO, 2005). Dedicar-se à Linguística Aplicada é pensar o ensino e aprendizagem de línguas em um contexto maior, ou seja, em termos de sociedade.…”

“…Para Nhapulo (2013), crenças de aprendizes são o que os aprendizes trazem para a sala de aula, o que pode se basear no seu contexto cultural ou mesmo em suas experiências de aprendizagem. Aprendizes de língua estrangeira podem manter crenças sobre a natureza da língua em estudo, sua dificuldade de aprendizagem, o processo de aquisição, o sucesso de certas estratégias de estudo, a existência de aptidão, metodologias de ensino e suas expectativas sobre a aprendizagem (BERNAT; GVOZDENKO, 2005).…”