• English Language & Literature Teaching
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• v.12 no.3
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.14-24
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• 2018

The purpose of this study was to understand deeply the current circumstances of parents who took part in child-English Education through semantic analysis about 11 mothers' and their children's experiences in the individual depth interviews and group interviews. The obtained results of this study were as follows: First, mothers started their children's English education on the basis of the belief that English ability is an essential asset in the era of globalization, their experiences and the scheduled situation. Also they positively recognized the effect of English education when they could feel their children's learning improvements. Second, participants had experienced their children's education stress and economic burden. Third, participants had personal, social level desires for their children's proper English education. Through this study, it revealed the critical introspection about mothers' experiences and desires in child-English Education. And it alluded to necessity about continuous attention and debate in child-English Education.