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Cited by 218EFL/ESL Teaching and LearningTeacher Education and Leadership StudiesSecond Language Learning and Teaching

The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.

Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change

Busch, Deborah·2010·Language Teaching Research
DOI 10.1177/1362168810365239
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Abstract

This large mixed methods study investigated the effects of the introductory second language acquisition (SLA) course on the beliefs of pre-service teachers ( n = 381) enrolled over a three-year period at a state university in California. Pre- to post-course paired sample t-tests that were run on 23 beliefs statements from a widely used survey revealed significant changes in beliefs in several areas including the length of time for acquisition, difficulty of language acquisition, the role of culture, the role of error correction, the importance of grammar, and the efficacy of audiolingual learning strategies. In extensive written post-course explanations, the pre-service teachers attributed their pre-course beliefs to language learning experience in high school and post-course changes in their beliefs to the SLA course content and experiential activities, most notably tutoring an ESL student (the first contact for some teachers). Depth of knowledge was revealed in the teacher comments; this included information that could not have been gleaned from the beliefs surveys alone. The findings, which demonstrated how pre-service teacher beliefs evolve within the context of a professional education course, have practical implications for course design and evaluation in teacher education programs.

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Research works printed but not linked: 5

  1. Borg, S., Unpublished paper presented at the 42nd Annual TESOL Convention
  2. Horwitz, E.K., 1987, Surveying student beliefs about language learning
  3. Kerekes, J. ( 2001). How can SLA theories and SLA researchers contribute to teachers’ practices? In B. Johnston & S. Irujo (Eds.), Research and practice in language teacher education: Voices from the field (pp. 17-41). Selected papers from the 1st International Conference on Language Teacher Education. Minneapolis, MN: Center for Advanced Research on Language Acquisition.
  4. Lo, Y.-H.G., 2005, Relevance of knowledge of second language acquisition: An in-depth case study of a non-native EFL teacher
  5. Pennington, M., 1996, When input becomes intake: Tracing sources of teachers’ attitude change

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Metadata

Authors
Busch, D.
Affiliations
University of Pennsylvania (US)
Corresponding author
Busch, Deborah
Venue
Language Teaching Research
Publisher
SAGE Publications
Published
2010-06-25
Volume
14
Issue
3
Pages
318-337
ISSN
  • 1362-1688 (ISSN-L)
  • 1477-0954
DOI
10.1177/1362168810365239
OpenAlex
W2157472432
Cited by
218
References
24
Citations by year
2026: 6 · 2025: 5 · 2024: 8 · 2023: 27 · 2022: 11 · 2021: 17 · 2020: 16 · 2019: 30 · 2018: 20 · 2017: 7 · 2016: 21 · 2015: 15 · 2014: 11 · 2013: 9 · 2012: 10
FWCI
67.59
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Language Teaching Research (publishedVersion)
  • ScholarlyCommons (University of Pennsylvania) (submittedVersion)
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
pre-service teacher beliefs, second language acquisition, teacher professional development, language learning beliefs, course design and evaluation, error correction, audio-lingual method, grammar instruction

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