‘The Effect of Teachers’ Beliefs on Improving Students’ English Language Vocabulary’ by Fatemeh Deilami & Hossein Pourghasemian

Abstract

Teachers’ beliefs are important for pursuing and improving English language learning, especially the vocabulary case. They closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges to elevate and accelerate the learning of English language words. The purpose of this study is to investigate whether the use of teachers’ beliefs during studies improves students’ learning of English language words .This research was conducted with 40 male EFL learners of 18-30, studying at Safir Institute, Karaj branch. To determine its homogeneity, the researcher performed a proficiency test. They were set into control and experimental groups. The experimental group was presented with the treatment which were the teachers’ beliefs during the class, while working on memorizing words and its meanings as well as sentences in which the vocabularies were used, while the control group was given no treatment. It was continued for two sessions a week, and four weeks per month. A T-test, using SPSS, was administered to show the possible differences available between the two groups. It was understood that the students improved, memorized and remembered significantly more words while they had the teachers’ beliefs.

Index Terms: Experimental groups, Teachers’ beliefs, T-Test, Vocabulary.

Access full paper.