چكيده
The study investigated language learning beliefs and language learning strategies of 330 9th grade high school EFL learners (143 male and 187 female with an average age of 15) and 48 teachers (23 male and 25 female with an average age of 42) teaching in 9th grade high school in Tabriz. To this end, the data were collected using Beliefs about Language Learning Inventory (BALLI) and Strategy Inventory for Language Learning (SILL). The BALLI included components on aptitude, nature of language learning, learning and communication strategies, and motivation. The SILL was grouped into six categories of strategies on memory, cognitive, compensation, metacognitive, affective, and social. The overall differences between male and female teachers and learners in their beliefs about language learning were investigated by an ANOVA which did not show a significant difference between male and female teachers’ and learners’ beliefs. However, the overall differences examined between male and female teachers and learners in their language learning strategies showed a significant and meaningful difference between male and female teachers’ and learners’ language learning strategies. The result of the study showed no significant difference between male and female teachers and learners on the six components of language learning strategies. The findings of the study suggest that a number of components such as “the nature of language learning” and “aptitude” of beliefs may be destructive to language teaching and learning. If these mismatches between teachers and learners’ beliefs could not be modified to facilitate the language learning and teaching process it might lead to frustration and disappointment. In addition, many components of language learning strategies should be more taken into consideration by teacher to involve learners to practice more on these strategies.
Key words: beliefs about language learning, language learning strategy use, teachers , students, 9th grade in secondary school
