Changes in Prospective Teachers’ Beliefs about Foreign Language Learning in a Teacher Training Program

This study examines changes in the beliefs of a group of undergraduate students about learning and teachingEnglish as a foreign language. Learners’ beliefs are thought to shape students’ language learning experience andoften guide their future teaching practices. Thus, any mistaken beliefs could negatively affect student learningand teaching experience for decades (Peacock, 2001). While some studies suggest that students’ beliefs arestable, inflexible and resistant to change, others show that students’ beliefs are amenable to change with properintervention. This study uses a questionnaire to collect data from 212 students in the English Department at SultanQaboos University. The results show that learners hold strong beliefs about the role of vocabulary, grammar andpractice in learning a foreign language. Moreover, their beliefs did not undergo any significant changes duringthe duration of the program though slight shifts in their beliefs could be noticed in the final year of their training.The study suggests that special attention should be given to this area to eliminate any detrimental beliefs heldby prospective teachers. Early intervention may steer students in the right direction and could equip them withthe theoretical and pedagogical beliefs necessary to positively influence their future students.