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Cited by 135EFL/ESL Teaching and LearningTeacher Education and Leadership StudiesSecond Language Learning and Teaching

The DOI matches its Crossref record; 63 of the 64 references it cites were found in a registry or an index.

Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach

NISHINO, TAKAKO·2012·The Modern Language Journal
DOI 10.1111/j.1540-4781.2012.01364.x
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Abstract

This study investigates the relationship among Japanese high school teachers’ beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese high schools, and 139 teachers responded. Additionally, 12 English classes taught by 4 Japanese high school teachers were observed, focusing on how they used communicative activities. The same 4 teachers were later interviewed. A path model based on Borg's (2003) conceptual framework of teacher cognition was tested. The best‐fitting model indicated that Student‐Related Communicative Conditions directly impacted Classroom Practices, Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self‐Efficacy, and Exam‐Related Expectations both directly and indirectly affected Classroom Practices. Findings from the interviews and observations revealed that the participants’ learning experiences, in‐service training, and contextual factors (e.g., university entrance examinations) influenced their beliefs and practices.

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Citations

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Research works printed but not linked: 16

  1. Arbuckle J. L., 2007, Amos 7.0J Users’ Guide
  2. Burns A., 1996, Teacher learning in language teaching, 154
  3. Freeman D., 1996, Teacher learning in language teaching, 221
  4. Guest M., 2006, JALT 2005 Conference Proceedings, 1182
  5. Ho W. I., 2003, English language teaching in East Asia today
  6. Imura M., 2003, Nippon no eigo kyouiku nihyaku nen
  7. MEXT, 1989, Kootoogakkoo gakushuu shidoo yooryoo
  8. MEXT, 1999, Kootoogakkoo gakushuu shidoo yooryoo
  9. MEXT, 2003, Regarding the establishment of an action plan to cultivate “Japanese with English abilities.”
  10. MEXT, 2006, Gakkou kihon chousa
  11. Murai M., 2008, Daigaku ikinokori kyoso
  12. Nishino T., 2007, Japanese high school teachers’ beliefs and practices
  13. Richards J. C., 1998, Beyond training, 173
  14. Sato K., 2005, JALT 2004 Conference Proceedings, 150
  15. Shin‐eiken, 2008, Eigo kyouin shidouryoku koujou kenshuu ni tsuite no ankeeto, 10
  16. Yoshida K., 2003, Language education policy in Japan: The problem of espoused objectives versus practice, Modern Language Journal, 87, 290

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Metadata

Authors
NISHINO, T.
Affiliations
Kanda University of International Studies (JP)
Corresponding author
NISHINO, TAKAKO
Venue
The Modern Language Journal
Publisher
Wiley
Published
2012-09
Volume
96
Issue
3
Pages
380-399
ISSN
  • 0026-7902 (ISSN-L)
  • 1540-4781
DOI
10.1111/j.1540-4781.2012.01364.x
OpenAlex
W2162645950
Cited by
131
References
64
Citations by year
2026: 4 · 2025: 8 · 2024: 13 · 2023: 12 · 2022: 10 · 2021: 12 · 2020: 16 · 2019: 12 · 2018: 7 · 2017: 13 · 2016: 6 · 2015: 10 · 2014: 4 · 2013: 3 · 2012: 1
FWCI
42.93
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 31 d)
Locations
Modern Language Journal (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
Keywords
teacher beliefs, communicative language teaching, English language teaching, secondary school teachers, Japanese teachers, teacher cognition, teaching practice, continuing teacher education, college entrance examination, path analysis

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