Efl Teachers' Language Learning Experiences and Beliefs: a Case Study in China

Over the last 20 years, teachers' beliefs have gainedconsiderable attention, and research into the areahas taken many directions in several key areas ofinterest to English Language Teaching professionals. In spite of the recognition of the experiential andsubjective nature of teachers' beliefs, there is alack of studies that aim to understand teachers'personal experiences and how those experiences haveconnected to their beliefs. The study included inthis book explored the Language Learning Experiences(LLEs) and beliefs of sixnon-native speaking (NNS), English as a ForeignLanguage (EFL) teachers in China andlooked for congruencies and inconguencies between theexperiences and beliefs. Datacollection involved an online questionnaire, anasynchronous focus group as well asindividual online interviews. Interpretation of the findings reliedon a grounded theory approach. Findings from bothwithin and cross-case analyseshighlighted tensions in teachers' LLEs, beliefs andin the connections between the twoconstructs. The study concludeswith implications for second language/EFL teachingand learning as well as for teachereducation.