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Arab World English Journal (AWEJ) Volume 16. Number 1, March 2025 Pp.451-468
Department of English language, College of Basic Education,
The Public Authority for applied Education and Training (PAAET), Kuwait
Second/Foreign Language (SL/FL) teachers often hold different beliefs about language learning, which could affect learners’ beliefs. This study investigated Kuwaiti English language teachers’ (EFL) beliefs about language learning using Horwitz’s (1987) Beliefs About Language Learning Inventory (BALLI). The research questions aimed to explore teachers’ beliefs about four dimensions namely the difficulty of foreign language learning, foreign language aptitude, the nature of language learning, and learning strategies. Situated in the state of Kuwait, 95 EFL in-service teachers from different government schools participated in the study. Data was collected using a questionnaire and triangulated with semi-structured interviews. Descriptive statistical analysis showed that the highest mean score was recorded for the “foreign language aptitude” dimension, indicating that Kuwaiti EFL teachers strongly believed in the general existence of specialized abilities for language learning. Findings also showed that Kuwaiti teachers have various beliefs about language learning, some of which may be conducive to language learning and teaching. Teachers also hold certain beliefs about language learning that directly impact their instructional practices. The implications of this paper suggest a need for teachers’ professional training courses to focus on raising teachers’ awareness of their beliefs about language learning and the influence such beliefs may have on their language teaching practices.
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Dr. Maha Alghasab is an associate professor in the English Language Department at the College of Basic Education, The Public Authority for Applied Education and Training (PAAET), Kuwait. She obtained her MSc degree in applied linguistics from Edinburgh University in 2011 and her PhD degree in education from the University of York in 2016.
ORCID: https://orcid.org/0000-0002-3580-0337