NAME : Patrisia Nesa

STUDENT NUMBER : 322210111

CLASS : B.MORNING

SUBJECT : APPROACHES TO LANGUAGE AND EDUCATIONAL RESEARCH

QUESTION

1. What is the research topic? (Research Topic)

2. What is the research problem/concern/issue? (Research Problem)

3. What is/are the purpose/s of the research? (Research Purpose Statement)

4. What is/are the research question/s? (Research Questions)

5. What is the research approach employed? (Research Approach)

6. What is the research design employed? (Research Design)

7. Where did the research take place? (Research Context)

8. Who were sample/subjects and population of the research? (Research

Subjects/Sample)

9. How were the subjects/sample selected?

10. What is the data collection technique/method used to collect the data? (Data
Collection Technique)

11. What is the research tool/instrument used to collect the data? (Research Instrument)

12. How did the researcher analyse the data? (Data Analysis)

13. What is/are the research finding/results? (Research Results/Findings)

14. What is/are the contribution of the research? (Research Contribution)

ANSWER

1. Research Topic
Change in beliefs of English as a foreign language pre-service teachers during their
teacher training programs.

2. Research Problem
A lack of research on the development/change of beliefs of EFL pre-service teachers
in long-term teacher training programs.

3. Research Purpose Statement

The purpose of this study is to uncover the types of beliefs pre-service teachers hold
with regard to teaching and learning English as a foreign language at the beginning of
the teacher training program, as well as to find out if there are any changes in these
beliefs during the training program. This study aims to provide a better understanding
of how EFL teacher candidates' beliefs develop or change during their training.

4. Research Questions
1. What sort of beliefs do pre-service teachers have about teaching and learning
English as a foreign language at the beginning of the teacher-training program?
2. Do pre- -training program? If at all, what kind of changes do pre-service teachers
experience?

5. Research Approach
Qualitative Approach

6. Research Design
This research design used in this journal is a qualitative study. The research was part
of a doctoral research project investigating some of the issues related to the training of
prospective teachers in one of the universities in North Cyprus. The study involved
three final year senior teacher candidates from the Department of English Language
Teaching. They underwent a two-semester teacher training program. Data were
collected through semi-structured interviews and contemporaneous diary writing
activities throughout the training program.

7. Research Context
In one of the universities in Northern Cyprus

8. Research Subjects/Sample
Pre-service teachers

9. Sample Selected
The sample selected in this journal is three final-year undergraduate pre-service
teachers undergoing a nine-month pre-service training program in a university located
 in Northern Cyprus. The researchers chose this sample to investigate how the beliefs
about teaching and learning English as a foreign language (EFL) change throughout a
long teacher training program in a non-native context.

10. Data Collection Technique

Data were collected using semi-structured interviews at three-month intervals and
through contemporaneous diary writing activity throughout the training program.
11. Research Instrument
The majority of the studies on the development/change in pre-
approaches to explore the phenomenon, and to a great extent, they employed
questionnaires and the Beliefs about Language Learning Inventory (BALLI)
instrument, which was designed by Horwitz (1985).

12. Data Analysis

This study followed an inductive approach when analyzing the data obtained, that is,
rather than sequential analysis, cyclical analysis was followed by going back and forth
in the data. Rather than testing the existing theories, it was intended to generate new
theories; for this reason, none of the codes and categories developed during the
analysis were previously anticipated, but they all emerged from the data obtained. The
data were also coded by another researcher to ensure inter-rater reliability (Bryman,
2004). In this study, the measure of inter-rater reliability was 92 per cent.

13. Research Findings / Results

a.Beliefs about teaching
-Effective foreign language teaching
At the beginning of the training, all of the pre-service teachers had similar beliefs
about the issues related to what an effective foreign language teaching should be like.
-Language skills
When they started their training, P-ST2 and P-ST3 believed that grammar was the
least important skill in a foreign language classroom.
-Error correction
All of the pre-service teachers shared the same belief at the beginning of the training
that student errors should be corrected implicitly.
b.Beliefs about learning
-Language aptitude
All of the pre-service teachers believed at the beginning of the training that learning a
foreign language required a special ability.
-Effective use of materials
At the beginning of the training, P-ST1 and P-ST2 stated that successful language
learning depended on the effective use of teaching materials.

14. Research Contribution

This research contribute to our understanding of what actually happens in EFL teacher
training programs.