Impact of methodology courses on pre-service EFL teachers' beliefs

Abstract

The aim of the study was to identify possible variations regarding the beliefs of students who took methodology courses at the beginning and at the end of their teacher education program. The study applied Horwitz's (1988) BALLI as an instrument to pre-service English language teachers studying at Eastern Mediterranean University in North Cyprus. The results indicated that there were constant and conflicting beliefs among all the pre-service teachers. Additionally, the results showed that prospective teachers' engagement in methodology courses seems to have a little impact on the improvement of their beliefs. (C) 2010 Elsevier Ltd. All rights reserved.