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Teachers’ Beliefs About
Teaching English to
Elementary School Children
By Posen Liao
Presented by: Lynn Tu (N97C0003)
Chia Hsun Yang (N97C0005)
Frank Hu (N97C0028)
Introduction
:用 (The CARS model)!!!
 G-S structure
 Move 1: Establishing a research
territory
 Rationale:
1. A huge demand for qualified
English teachers
2. The role of teachers’ beliefs
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 Move 2: Establishing a niche
Niche Sentence:
 However, the research in English teacher
education thus far has focused on
secondary and tertiary schools. Very
little attention has been paid specifically
to elementary levels of English teaching.
(p. 44)
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 Move 3: Occupying the niche
 Therefore, the main purpose of this study is to
investigate the teaching beliefs held by
elementary school English teachers. Moreover,
because teachers may derive beliefs from their
current teacher training programs or teaching
career (Johnson, 1992a; Selby, 1999), this
study also attempts to compare in-service and
pre-service teachers’ conceptions of English
teaching to determine if there exist any
similarities and/or differences that result from
their teaching status. (p.45-46)
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Research Questions
 (1) What core beliefs do English teachers hold
about the process of teaching and learning
English in elementary schools?
Are these beliefs consistent with accepted
learning principles or teaching approaches?
(p. 46)
 (2) What are the similarities and differences
among in-service and pre-service elementary
school teachers’ beliefs about English teaching?
(p. 46)
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Literature Review
 General statement:
In exploring the origins of metacognitive
theories, Schraw and Moshman (1995)
suggested that cultural learning,
individual construction, and peer
interaction all play important roles in the
emergence of metacognition among
individuals. (p.46)
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
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
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
The nature and effects of beliefs
Teacher’s belief systems
Teacher’s belief –three categories
Three methodological approaches
Niche: Little research has compared
the beliefs by these two groups…for
similarities and differences.
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Method
 Research Design:
 2 sets of questionnaires
 Biodata information
 Participants: 99 subjects
 21 in-service Eng. teachers
 78 pre-service teachers
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Method
 Research Instrument:
 The Questionnaire of Elementary
School English Teachers’ Teaching
Beliefs
 An open-ended question :
 “What qualifications does a person need
to acquire in order to be a successful
English teacher in an elementary school?”
(p. 50)
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Method
 Data Analysis:
 The quantitative analysis involved descriptive
statistics and independent-sample t tests.
 The content analysis Inductive nature
 The researcher examined the teachers’
statements to find areas of commonality or
recurring patterns, and then to generate general
categories. (p.52)
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Results and Discussion
 The nature of Children’s English
Development
 Teaching Methods and techniques
 Self-Efficacy as an English Teacher
 Content Analysis of the Open-Ended
Question
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Conclusion
 Findings & Implications:
1. Highlight the role of beliefs
2. Support the need of teacher
preparation programs
 Limitations:
1. The use of a questionnaire
2. Small and unequal sample size
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Conclusion
 Suggestions:
1. To explore the sources,
development, or changes
2. Additional research: Adopt
qualitative interviews and
observations
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Reasons for choosing this paper
 Simple language usage
 Academic writing style
 Verbs:
 Ex.: They often come into an English
classroom conditioned by their previous
educational experiences, cultural
backgrounds, and social interaction, which
may further shape their beliefs about
English teaching. (p.44)
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Nouns:
A more formal alternative
 Lack, scarcity  paucity
 …, not to mention the paucity of literature on
the subject of teaching elementary school
English. (p.45)
 Ability, skill  repertoire
 Pre-service teachers may need to expand their
repertoire in assessing learners’ overall
performance for their future teaching career.
(p.57)
 Relation  rapport
 A higher percentage of pre-service teachers
(24.6%) than in-service teachers (15.4 %)
believe that teachers should build a rapport
with their students. (p.62)
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Flow
 Linking words
 In addition, thus, for example, whereas,
although…
 Transition
 Sub-classifying different areas of language
teachers’ beliefs  classification (p. 47)
 English listening and speaking skills 
Communicative Teaching Language (CLT)
(p.56)
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Citations
 Reviewing items of previews research
 Much of the literature on teacher
education has suggested that teachers’
beliefs affect their teaching practices and
instructional decisions in the classroom
(Donaghue, 2003; Johnson, 1992a;
Muijs & Reynolds, 2001; Richards, 1998;
Richards & Lockhart, 1996). (p47)
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 Furthermore, a number of studies
have attempted to investigate the
beliefs of ESL teachers through
questionnaires or inventories (Hsieh &
Chang, 2002; Johnson, 1992b; Kern,
1995; Liao & Chiang, 2003; Richards,
Tung, & Ng, 1992; Yang, 2000). (p.48)
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Citations II:
A smart move!
 Back up findings with other
researchers’ conclusion
 The findings from these teachers’ beliefs
about children’s English development
appear to be generally compatible with
the literature on children’s second
language learning and development
(Brown, 2000; Cook, 1996; Moon, 2000;
Vale & Feunteun, 2003). (p.53)
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Citations III:
Even smarter!
 Use citations to support statements that
appear to be
weak
 The current study primarily involved a survey,
comprised of two sets of questionnaires
concerning teacher’s beliefs and their biodata
information. Although data obtained from a
questionnaire survey only provide indirect
evidence of teacher’s thoughts, they can still
serve to broaden our understanding of the role
of beliefs and their relation to decision making in
terms of teaching (Richards, 1998). (p.49)
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果然 …
 The first limitation concerns the use of a
questionnaire as the means of investigating
teachers’ beliefs. Questionnaires only
measure beliefs in theoretical aspects
without referring to teachers’ actual
teaching behaviors in the classroom, and
thus do not provide a complete picture of
the complicated factors involved in the
teaching process and educational context.
(p.65-P.66)
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Model Sentences
 However, research is still at an early
stage in terms of evaluating teachers’
beliefs in Taiwan, not to mention the
paucity of literature on the subject of
teaching elementary school English.
(Liao, 2007, p. 45)
 To establish a niche.
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 These beliefs are usually guided by a
number of factors: their own
experience as learners in classrooms,
prior teaching experience, classroom
observations they were exposed to,
and their previous training courses at
school (Richards, 1998).(Liao, 2007,
p. 47)
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 However, because of the limitations in
terms of research sites and the
unequal number of teachers in each
group, the sample used in this study
may not be truly representative of the
population of all elementary school
English teachers in Taiwan as a whole.
(Liao, 2007, p. 50)
 To show the limitation of the study.
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 The findings from these teachers’
beliefs about children’s English
development appear to be generally
compatible with the literature on
children’s second language learning
and development. (Liao, 2007, p.53)
 To show your finding is consistent.
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 However, the significant difference of
opinions between the two groups of
teachers might indicate that more inservice teachers are inclined to take
the stance of “the younger, the better”
in terms of their students’ English
acquisition. (Liao, 2007, p.55)
 The use of statistic terminology
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 It is recommended that elementary
school teachers be realistic and
tolerant of students’ errors, so that
students feel they can express
themselves more freely and develop
fluency in using English. (Liao, 2007,
p.58)
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 Through the use of content analysis,
all written responses were transcribed,
segmented, coded, and examined for
patterns. (Liao, 2007, p.60)
 Model sentence for data collection.
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 Despite the research findings and
implications described above, this
study is not without limitations. (Liao,
2007, p. 65)
 Most generalization sentences are
model sentences.
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Thank you