TEACHERS’ PEDAGOGICAL BELIEFS, KNOWLEDGE AND CLASSROOM TEACHING PRACTICES: A CASE STUDY OF TEACHING ENGLISH AS A FOREIGN LANGUAGE AT UNIVERSITY LEVEL.

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vii

TABLE OF CONTENTS

APPROVAL PAGE ... ii

DECLARATION OF OWNERSHIP ... iii

PREFACE………...iv

ACKNOWLEDGEMENT ... v

ABSTRACK ...vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF FIGURES ...xi

CHAPTER ONE: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Scope of the Study ... 3

1.3 Research Questions ... 4

1.4 Objectives of the Study ... 4

1.5 The Teaching and Learning of English at the Research Site ... 4

1.6 Significance of the Study ... 5

1.7 Definition of Key Terms ... 6

1.8 Organization of the Thesis ... 7

CHAPTER TWO: LITERATURE REVIEW ... 9

2.1 Introduction ... 9

2.2 The Notion of Teachers’ Beliefs and Knowledge ... 10

2.3 Teachers’ Pedagogical Beliefs about Language Learning ... 12

2.3.1 Teachers’ Beliefs about Foreign Language Learning Aptitude ... 13

2.3.2 Teachers’ Beliefs about the Difficulty of Language Learning ... 14

2.3.3 Teachers’ Beliefs about the Nature of Language Learning ... 16

2.3.4 Teachers’ Beliefs about Language Learning and Communication Strategies ... 18

2.3.5 Teachers’ Beliefs about Language Learning and Motivation ... 19

2.4 Teachers’ Pedagogical Beliefs and Language Teaching Practice ... 20

2.5 Approaches to Teaching English as a Foreign Language ... 24

2.5.1 Approach ... 24

2.5.2 Design ... 25

2.5.3 Procedure ... 25

2.6 Previous Studies ... 26

2.7 Concluding Remark ... 28

CHAPTER THREE: METHODOLOGY ... 29

3.1 Introduction ... 29

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viii

3.3 Research Design ... 29

3.4 Setting ... 30

3.5 Participants ... 31

3.6 Data Collection ... 32

3.6.1 Questionnaire ... 32

3.6.2 Interviews ... 34

3.6.3 Classroom Observations ... 35

3.6.4 Document Analysis ... 36

3.7 Data Analysis ... 37

3.7.1 Quantitative Data Analysis from Questionnaire ... 37

3.7.2 Qualitative Data Analysis ... 38

3.8 Data Triangulation ... 39

3.9 Concluding Remark ... 39

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION ... 40

4.1 Introduction ... 40

4.2 RQ.1 What are the common pedagogical beliefs do the teachers have regarding the approaches to EFL instructions as their classroom teaching practice? ... 40

4.2.1 Teachers’ Pedagogical Beliefs Inventory – Beliefs about Language Learning ... 40

4.2.1.1 Beliefs about Foreign Language Aptitude ... 40

4.2.1.2 Beliefs about the Difficulty of Language Learning ... 42

4.2.1.3 Beliefs about the Nature of Language Learning ... 46

4.2.1.4 Beliefs about Learning and Communication Strategies ... 47

4.2.1.5 Beliefs about Language Learning and Motivation ... 48

4.2.2 Teachers’ Pedagogical Beliefs Inventory – Approaches to EFL Instruction ... 50

4.2.2.1 Reported Teachers’ Pedagogical Beliefs Inventory – Skills-based Approach ... 53

4.2.2.2 Reported Teachers’ Pedagogical Beliefs Inventory – Rules-based Approach ... 53

4.2.2.3 Reported Teachers’ Pedagogical Beliefs Inventory – Functions-based Approach ... 54

4.3 RQ.2 In what ways do their pedagogical beliefs match their teaching practice in the classroom? ... 55

4.3.1 Data from Interviews ... 55

4.3.1.1 Teachers’ Beliefs about Language Learning ... 55

Beliefs about Foreign Language Aptitude ... 57

Beliefs about the Difficulty of Language Learning ... 58

Beliefs about the Nature of Language Learning ... 60

Beliefs about Learning and Communication Strategies ... 61

Beliefs about Language Learning and Motivation ... 62

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4.3.1.3 Teachers’ Beliefs about One’s Own EFL Teaching Practices ... 67

4.3.2 Data from Classroom Observations ... 71

4.3.3 Data from Documents Analysis ... 77

4.3.4 Discussion: The Extent of Pedagogical Beliefs Matches the Classroom Teaching Practices ... 82

4.3.4.1 Teachers’ Pedagogical Beliefs about Language Learning ... 82

4.3.4.2 Teachers’ Pedagogical Beliefs and Approaches to EFL Instruction ... 90

Teacher-centered Teaching ... 91

PPP mode of Instruction ... 92

4.4 Mismatch between Teachers’ Pedagogical Beliefs and Classroom Practices ... 94

4.5 Concluding Remark ... 96

CHAPTER FIVE: CONCLUSIONS, LIMITATIONS OF THE STUDY, AND RECOMMENDATION FOR FURTHER STUDY ... 97

5.1 Introduction ... 97

5.2 Conclusions ... 97

5.3 Limitations of the Study ... 99

5.4 Recommendation for Further Studies ... 100

REFERENCES ... 101

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LIST OF TABLES

Table 3.1 Participants’ background information ... 31

Table 3.2 General Description of the Questionnaire ... 33

Table 3.3 Interviews Overview ... 35

Table 3.4 Classroom Observation Information ... 36

Table 4.1 Beliefs about Foreign Language Aptitude ... 41

Table 4.2 Beliefs about the Difficulty of Language Learning ... 43

Table 4.3 Beliefs about the Nature of Language Learning ... 46

Table 4.4 Beliefs about Learning and Communication Strategies... 47

Table 4.5 Beliefs about Language Learning and Motivation... 49

Table 4.6 Clustered of Teachers’ Pedagogical Beliefs Inventory – Approaches to EFL Instruction ... 51

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Teachers’ pedagogical beliefs, knowledge and Classroom Teaching Practices: A Case Study of Teaching English as a Foreign Language

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LIST OF FIGURES

Figure 4.1 Reported Beliefs about Foreign Language Aptitude ... 42

Figure 4.2 Reported Beliefs about the Difficulty of Language Learning ... 43

Figure 4.3 Reported Beliefs about the Difficulty of Language Learning (Question # 27) ... 44

Figure 4.4 Reported Beliefs about the Difficulty of Language Learning (Question # 28) ... 45

Figure 4.5 Reported Beliefs about the Nature of Language Learning ... 46

Figure 4.6 Reported Beliefs about Learning and Communication Strategies... 48

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CHAPTER THREE METHODOLOGY

3.1 Introduction

This chapter presents the methodology used in this study which consists of research questions, research design, setting, participants, data collection and data analysis. This study combines quantitative and qualitative data of research methods to answer the research questions mentioned in chapter one. A data combination of questionnaire, classroom observation and interviews is used to

describe the teachers’ beliefs and to explore how the beliefs are practiced in the classroom. This study is also a case study approach as it “can utilize qualitative methods and can also employ quantitative data and statistical methods” (Nunan, 1992, p.75). The research questions are restated before detail explanation of each section is presented.

3.2 Research Questions

As stated in Chapter One, section 1.3, the research questions used as the framework of the collection and analysis of the data in this study are:

1. What are the common pedagogical beliefs do the teachers have regarding the approaches to EFL instructions as their classroom teaching practice? 2. In what ways do their pedagogical beliefs match with their teaching

practice in the classroom?

3.3 Research Design

In this study both quantitative and qualitative research methods to elicit data for the analysis are used. Using a combination of both methods allows for triangulation of the data to achieve accurate and reliable findings (Ellis, 1994).

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This study is also a case study in its nature in which it is “an exploration of a

bounded system or a case (or multiple cases) over time through detailed, in-depth

data collection involving multiple sources of information rich in context”

(Creswell, 1998, p.61). The quantitative method is used to calculate the result of the two parts of an adapted survey questionnaire called the Beliefs about Language Learning Inventory and functioned as a baseline data for the qualitative method: the case study. According to Leo van Lier (2005, p.195), a case study is

“primarily a form of qualitative and interpretive research, although quantitative

analyses are sometimes used if they are deemed relevant”.

The use of qualitative and quantitative data in this present study was because the link of both data allow the researcher to: (1) enable confirmation or corroboration of each other via triangulation; (2) elaborate or develop analysis, providing richer detail; and (3) initiate new lines of thinking through attention to surprises or paradoxes, turning ideas around, providing fresh insight (Rosman & Wilson, 1984, 1991 in Miles & Huberman, 1994).

3.4 Setting

The study was conducted at the English Study Program at one private university in Kendari, Sulawesi Tenggara. The selection of the site is due to several reasons. As the teacher at this institution, the researcher could get easy access to conduct the study. Being familiar with the setting, participants and working environment had helped the researcher gain information back and forth during the completion of this study in a natural and casual situation. Another reason is that the research site will be benefited by this present study in their attempt to improve the existed

English language teaching practices and the teachers’ performances, as previously

described in Chapter One, section 1.5.

The initial endeavor for this study were seeking formal research permission and ethical consideration from Universitas Pendidikan Indonesia and contacting the related parties at the site, i.e., the Rector, the Dean and the Head of

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English Study Program of the University. The aim of the study was clearly explained including the stages of the field-study, participants needed and time duration.

3.5 Participants

This study sought out a voluntary participation from English teachers who teach students majoring in ELT at the English Study Program at one private university in Kendari. The number of teacher-participants for the quantitative data was 21 teachers. For the qualitative data, the participants were 9 teachers for classroom observatios and 7 teachers at interviews stage. The number of participants for this study is considered appropriate for meaningful comparisons and analyses.

The participants of the study were pseudonymous to ensure confidentiality. This went in line with Kvale’s (1996) point:

“Confidentiality in research implies that private data identifying the subjects will not be reported. If a study involves publishing information potentially recognizable to others, the subjects need to agree to release of identifiable information. In such cases this should be stated explicitly in a written

agreement. The protection of subjects’ privacy by changing their names and identifying features is an important issue in the reporting of interviews”. (Kvale,

1996, p.114).

All participants were given informed consent that outlines their rights during the study. This included the right to withdraw from the study at any time refuse to share any information that they did not want to reveal, and to remain named using pseudonyms in the final thesis and in any publication and presentations resulting from the study. Also, all data gathered will not be used for any purpose other than academic.

The following is the detail information of the participants (see also appendix 4). Table 3.1 Participants’ background information

Information Details Frequency Percentage

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Information Details Frequency Percentage

Male 7 33.33%

Total 21 100%

Age

< 30 13 61.90%

31 – 40 6 28.57%

41 – 50 1 4.76%

> 50 1 4.76%

Total 21 100%

Academic qualifications

Bachelor degree 3 14.29%

Master’s degree 13 61.90%

Doctorate degree - 0

Others (taking Master’s

degree) 5 23.81%

Total 21 100%

Years of teaching experience

< 5 10 47.62%

6 – 15 9 42.86%

16 – 25 1 4.76%

> 25 1 4.76%

Total 21 100%

3.6 Data Collection

This present study used multiple techniques of data collection. The data, as Creswell (1998) points out, is extensive, drawing on multiple sources of information such as questionnaires, interviews, observations, documents and audio-visual materials. Four techniques of data collection used in this study are described below.

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A questionnaire is a list of written questions or statements which is given to a person to complete or may be read to the participant by a researcher or interviewer who records their responses (Cramer & Howitt, 2004). According to Mohamed

(2006), questionnaires have made regular appearances in the study of teachers’

beliefs and teaching practices.

The questionnaire used in this study is an adapted/a modified version of a survey, Beliefs about Language Learning Inventory. To meet the objective, the questionnaire administered in this study adapted the survey used for English as foreign language teaching context. The aim of the questionnaire was to obtain the

teachers’ beliefs of the teaching English as a foreign language in the classroom. The questionnaire consists of two main parts (see appendix 1). Part one is about the background information. Part two, the Beliefs about language learning inventory, is divided into the teachers’ pedagogical beliefs inventory – beliefs about language learning and teachers’ pedagogical beliefs inventory – approaches to EFL instruction. The teachers’ pedagogical beliefs inventory – beliefs about

language learning was designed using a Likert scale while the teachers’

pedagogical beliefs inventory – approaches to EFL instruction was designed as a list of statement which participants were to select five of them that most closely reflect their beliefs about how English as a foreign language is learned and how it should be taught.

The following table is the general description of the questionnaire: Table 3.2 General Description of the Questionnaire

Part Coverage

Total Number of

Statement

Statements Distribution in

Number

I Background Information 7 -

1.Beliefs about Language Learning A. Foreign Language Aptitude

8 1, 2, 4, 8, 9, 13, 19, 20

B. The Difficulty of Language

Learning 5 3, 16, 21, 27, 28

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Part Coverage

Total Number of

Statement

Statements Distribution in

Number Learning

D. Learning and Communication

Strategies 5 5, 7, 12, 22, 24

E. Language Learning and

Motivation 5 14, 17, 23, 25, 26

Total 28

2.Approaches to EFL Teaching Practices

A. Skills-based Approach 5 1, 4, 12, 14, 15 B. Rules-based Approach 6 3, 5, 8, 9, 10, 11 C. Functions-based Approach 6 2, 6, 7, 13, 16, 17

Total 17

Thirty copies of the questionnaire were distributed and twenty one were returned.

3.6.2 Interviews

The use of interviews is important in obtaining and understanding people’s (the interviewees) point of view. It is a means of the interviewer to gather information, opinions or beliefs from another person (Burns, 2000). In this protocol, the interviewees are able to express their ideas and understanding of the context that they work in and provide a useful way of understanding others (Cohen et al, 2007; Punch 2009 cited in Suwaed, 2011). To have rich information for an in-depth analysis, this study employed a semi-structured interview since such interview, cited by Nunan (1992) “is quite extraordinary – the interactions are incredibly rich

…it does give you access to social relationship in a quite profound way”

(Dowsett, 1986, p.53). Through this, the interviewer could help the interviewees to express their idea in an elaborated manner (Dörnyei, 2007; Simegn, 2012) and with a great deal of flexibility (Nunan, 1992).

The semi-structured interview (appendix 2) was administered to seven teachers who had acknowledged their willingness to be interviewed. The interviews were conducted in English with some combination of Bahasa Indonesia. The interviews lasted about 15 minutes and are audio-recorded and

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transcribed. All person-to-person interviews were scheduled at a time and location convenient for the participants. The interviews were conducted before and after the teaching observations. However, not all seven teachers could be interviewed

twice due to the participants’ personal constraints.

Concerning the role of the researcher in the interview stage, the researcher tried her best to concern the scientific responsibility, relation to the subjects, and researcher independence (Kvale, 1996). Interviewer in a qualitative studies has a scientific responsibility to her profession and the research subjects, has different roles in relation to the subjects, such as, friend (Glesne & Peshkin, 1992) through interpersonal interactions in which the interviewer may so closely with the subject that they do not maintain a professional distance, rather, report and interpret

everything from the subjects’ perspectives (Kvale, 1996).

The interviews conducted is described in the table below. Table 3.3 Interviews Overview Interviews Teachers participated

First Pseudonyms: Ratna (lasted only 5 minutes), Mawar, Rini, Sarah, Sherin, Taz, Tini Second Pseudonyms: Ratna, Mawar, Rini, Sarah,

Sherin, Taz, Tini

3.6.3 Classroom Observations

The actual translation of teacher beliefs into practices is seen through classroom observations. Mohamed (2006) mentions that observation is not aimed at

evaluating the event, i.e., teaching practices, it functions as ‘a means of assessing the extent to which the teachers’ beliefs and reported practices corresponded to what actually happened in the classroom (p.84). Following the steps suggested by Creswell (1998) in doing observation, prior to observing the teaching, teachers

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were asked whether or not they are willing to be observed and recorded during their teaching (see Part background information at the questionnaire). The teachers were also informed about the aims of observation, what to observe, when and for how long the observation is conducted, and the role of the observer.

During the observation, records are made in the form of observation sheet and field notes. The teaching practices were recorded to provide information that may be overlooked during the observations. The following is the information of teachers observed.

Table 3.4 Classroom observation information Teacher Gender

Age (years

old)

Degree Experience

(years) Subject taught Ratna Female 33 Master’s

degree 14

Reading IV, Literature I Mawar Female 25 Master’s

degree 4

Reading IV

Lily Female 29

Master’s

degree 5

Vocabulary & Pronunciation II (2 classes) Rini Female 29 Master’s

degree 5

Speaking II (2 classes)

Sarah Female 29 Master’s

degree 14

Writing II

Sherin Female 27 Master’s

degree 4

Listening II (2 classes)

Taz Male 24 Master’s

degree 4

Grammar II, Reading II

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37 Teacher Gender

Age (years

old)

Degree Experience

(years) Subject taught

Tini Female 30

Master’s

degree 6

Vocab.& Pronunciation II, Writing II Tria Female 28 Master’s

degree 5

TEYL

In total, there were 9 teachers, 15 classes were observed with total hours 18:19:06. 3.6.4 Document Analysis

The term document refers to any form of data not gathered through interviews or observations (Merriam, 1988). Documents based data inform research by enhancing the credibility of the research finding and interpretations (Mohamed, 2006). Thus being defined, Mohammed further explains that ‘such data can be

used to describe, understand and explain how things function at the sample site’

(p.85). In this particular study, to support the data taken from the interviews and observations, relevant documents need to be collected from the teacher participants, for examples, syllabus, day-to-day lesson plans, textbooks, handouts, assignments and the teachers’ résumés. However, only four syllabuses and one lesson plan were gathered (appendix 5).

3.7 Data Analysis

3.7.1 Quantitative Data Analysis from Questionnaire

In analyzing the data, Miles and Huberman’s, 1994 (Punch, 2005) approach was

applied. Thus, the data were organized in the table and presented in form of explanation that moved the analysis forward into drawing and verifying conclusion. The data were analyzed through by firstly counting each answer given by using Excel program. Each response from each statement had a numerical value, i.e., 1 = strongly agree; 2 = agree; 3 = neutral; 4 = disagree; 5 = strongly

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disagree. The statements on the questionnaire were then grouped into five beliefs categories, which are Beliefs about Language Learning Aptitude, Beliefs about Difficulty of Language Learning, Beliefs about the Nature of Language Learning, and Beliefs about Learning and Communication Strategies and Beliefs about Language Learning andMotivation.

Regarding the five rating scales used in the questionnaire, the technique proposed by Vibulphol (2004) was used, as explicitly described:

The five rating scales were consolidated into three groups and were

interpreted as follows. Responses “1” and “2” were combined and analyzed under the category of “Disagreement” which indicated that the respondent disagreed with the statement. Responses “4” and “5” were analyzed together under the

category of “Agreement” which indicated that the respondent agreed with the

statement. Response “3” was analyzed in the category of “Neutral” which meant

that the respondent did not either agree or disagree with the statement. (Vibulphol, 2004, p.68)

This quantitative data reduction was then used to ease the qualitative data analysis

and interpretation. This was done in the consideration that “data reduction occurs continuously throughout the life of any qualitatively oriented project” (Miles &

Huberman, 1994, p.10). Data reduction or data condensation (Tesch, 1990), as it is further explained, “is a form of analysis that sharpens, sorts, focuses, discards,

and organizes data in such a way that final conclusions can be drawn and verified”

(Miles & Huberman, 1994, p.11) . 3.7.2 Qualitative Data Analysis

The qualitative data were generated from the interviews, observations, and documents analysis. The analysis method employed to each set of data was transcribing, coding/ categorizing and then interpreting. The transcribing, categorizing and interpretation of the interviews data served as means to answer the research questions (Emilia, 2005), besides the questionnaire.

Marshal & Rossman, (2006) points out that systematic noting and recording of events, behaviors, and artifacts in the social setting chosen for the study are required in an observation. Following Bodgan & Biklen (1989)

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Teachers’ pedagogical beliefs, knowledge and Classroom Teaching Practices: A Case Study of Teaching English as a Foreign Language

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suggestion as listed in Creswell (1998), the notes taken during the observation were aspects such as portraits of the teachers, the physical setting, particular events and activities, and observer own reactions or comments. In detail, what the teachers were trying to achieve, the activity type or techniques the teachers used (e.g., drill, role play, dictation, grammar explanation, pronunciation teaching), participants organization (teachers and students behavior/manner in the lesson), content of the lesson, materials or teaching equipment the teachers used were thoroughly looked at upon (Nunan, 1992; Harmer, 2008). The analysis focused on

the classroom activities which portrayed the teachers’ beliefs.

The classroom observations analysis was done by looking through the

aspects found in the teachers’ classroom teaching practices and were guided by the theory of ‘approach’, ‘design’ and ‘procedure’ by Richards & Rogers (2001).

In so doing, the analysis was also intended to identify the manifestation of

teachers’ beliefs in the classroom. That is, skills-based approach, rules-based approach and function-based approach (Johnson, 1991).

The data found in the documents were used in the same manner as data

from interviews and observations. Analysis of this data source ‘lends contextual

richness and helps to ground an inquiry in the milieu of the writer’ (Guba and Lincoln, 1981, p.234). The analysis of the lesson plans was done by looking

through the parts in the lesson plans through the lenses of ‘approach’, ‘design’ and ‘procedure’ theory by Richards & Rogers (2001).

3.8 Data Triangulation

Triangulation is the use of multiple methods of collecting data (Denzin, 1970). The use of triangulation, they argue, is a major strength of case study research because the flaws of one method are often the strength of another, and by combining methods, researchers can achieve the best of each while overcoming their unique deficiencies. As previously stated, this case study utilized a combination of quantitative and qualitative methods. The quantitative data from

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questionnaire were cross-examined with the qualitative data from the interviews, observations, and document analysis. All the data were used to discuss the

teachers’ pedagogical beliefs and their classroom teaching practices.

3.9 Concluding Remark

This chapter has outlined the methodology used in this study. It is argued that to meet the objectives of the study, a case study using quantitative and qualitative methods is appropriate to be used. The description of research setting and participants has been presented. Likewise, data collection and data analysis were presented and thus confirmed the strong point of the case study, i.e., triangulation. The results and discussion of the findings are presented in Chapter Four.

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