A Correlational Study of EFL Teachers' Pedagogical Beliefs ‎and Students' Class Participation in Bandar-Abbas Language ‎Institutes

Fatemeh Karimzadeh, Jahanbakhsh Langaroudi


Beliefs can play an influential role in any learning and teaching experiences. It is widely acknowledged that beliefs are a vast and complex area for conducting a research. The objective of the study is the pivotal role of teachers' beliefs about teaching across gender, students' perceptions about class participation across gender, and the relationship between teachers' beliefs and learners' class participation. To do so, 48 language teachers and 408 language learners from 15 language institutes in Bandar-Abbas participated in the study and three instruments was utilized: self-assessment of class participation checklist (SACPC); to investigate students' perceptions about class participation whether they are active or passive participants, open-ended teaching beliefs questionnaire (OTBQ); to find out teachers' pedagogical beliefs through metaphors, and observation; to see the actual behavior of both teachers and learners in the class. Quantitative and qualitative methods were used. The findings indicated that teachers' beliefs (male and female) inclined to art and among 27 factors of students' class participation,7 factors of class participation in students (male and female) showed differently. There was no significant relationship between teachers’ beliefs and students’ class participation.


Teachers' Beliefs, Pedagogical Beliefs, Students' Class Participation

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