A Study Of Secondary School Efl Teachers Pedagogical Beliefs And Classroom Practices

In order to understand the reality of the classroom and improve the teaching process,rnresearching into teachers’ beliefs about their professional activities has been acknowledged inrnmainstream education in general and in language education in particular (Borg, 2006).rnThis study investigated secondary school EFL teachers’ pedagogical beliefs and classroomrnpractices. It specifically examined the instructional practices the teachers conducted inrnclassrooms and the beliefs they hold about English teaching profession, English teaching andrnlearning, and the contextual factors. The study used questionnaire, classroom observation,rninterviews of pre and post classroom observation, and lesson plan analysis for data collection.rnThe findings revealed the teachers’ unrealistic interest and competence in their Englishrnteaching profession. That is, the teachers seemed to think that they were merely interested inrnEnglish teaching profession and were competent for conducting classroom instructionsrneffectively though the classroom observation data failed to confirm such professional interestrnand competence. The result also indicated the teachers’ shallow theoretical and practicalrnconceptions of the communicative language teaching. In other words, the teachers did notrnseem to have clear ideas about the focus of the instruction, the roles of teachers and students,rnthe nature of teaching materials, the type of classroom organization and management inrnemploying communicative language teaching in their classrooms. Thus, the teachers’rnclassroom instructions revealed routine pattern of procedures (presentation, monitoring andrndiscussion) that did not seem to reflect their mere pedagogical conception, communicativernlanguage teaching. Moreover, the teachers’ considered students’ limited language capacityrnand interest in learning the language as the major contextual factor affecting the teaching andrnlearning process. Thus, it is recommended that the teachers need to have more theoretical andrnpractical exposure of the English teaching profession and CLT mainly through reflectivernteaching and action research.

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