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
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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“The findings for this research question support the assertions put forth by previous researchers that language ideologies are strongly influenced by previous experiences with language and language learning (Busch, 2010).”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Busch, 2010
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Cited by
Sorted by citations
Oral corrective feedback in second language classrooms
Lyster, R., Saito, K., & Sato, M. (2013) · Language Teaching · doi:10.1017/s0261444812000365 · Cited by 741
Global Englishes for Language Teaching
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Borg, S. (2010) · Language Teaching · doi:10.1017/s0261444810000170 · Cited by 421
The impact of in-service teacher education on language teachers’ beliefs
Borg, S. (2011) · System · doi:10.1016/j.system.2011.07.009 · Cited by 582
Twenty-five years of research on oral and written corrective feedback in System
Li, S., & Vuono, A. (2019) · System · doi:10.1016/j.system.2019.05.006 · Cited by 271
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
- 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
- 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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