Vol. 12/ Núm. 4 2025 pág. 77
https://doi.org/10.69639/arandu.v12i4.1651
Exploring Pre-Service EFL Teachers’ Beliefs About Learning
English in the Tertiary Ecuadorian Context
Explorando las Creencias de Profesores de Inglés en Formación sobre el Aprendizaje
del Idioma en el Contexto Universitario Ecuatoriano
Jenny Maylyn Litardo Cortez
jlitardoc@uteq.edu.ec
https://orcid.org/0009-0005-8506-0292
Universidad Técnica Estatal de Quevedo
Quevedo- Ecuador
Jardel Coutinho dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Artículo recibido: 18 septiembre 2025 - Aceptado para publicación: 28 octubre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study describes the beliefs of pre-service EFL teachers in the tertiary Ecuadorian context, to
identify their perceptions of English language learning and analyze whether these beliefs vary
according to their semester of training. Using a Spanish-adapted version of the Beliefs About
Language Learning Inventory (BALLI) questionnaire, the researchers administered surveys to
317 students from different academic levels, and they employed a multivariate analysis of
variance (MANOVA) to examine the differences between groups. The results reveal that pre-
service EFL teachers hold both beneficial and limiting beliefs, which are not static but change
throughout their academic training. Furthermore, the study highlights the importance of
implementing pedagogical interventions aimed at modifying misconceptions and promoting
positive attitudes towards English learning to improve the quality of teaching in the Ecuadorian
context. This study contributes to the understanding of future teachers' conceptions in Ecuador,
providing a basis for developing more effective and contextualized training programs.
Keywords: beliefs, BALLI, pre-service EFL teachers, English language learning,
Ecuador tertiary education
RESUMEN
Este estudio describe las creencias de los futuros docentes de inglés en el contexto universitario
ecuatoriano, para identificar sus percepciones sobre el aprendizaje del inglés y analizar si estas
creencias varían según el semestre de formación. Utilizando una versión del cuestionario Beliefs
Vol. 12/ Núm. 4 2025 pág. 78
About Language Learning Inventory (BALLI) adaptada al español, los investigadores
administraron encuestas a 317 estudiantes de diferentes niveles académicos, y se realizó un
análisis multivariado de varianza (MANOVA) para examinar las diferencias entre grupos. Los
resultados revelan que los profesores en formación mantienen creencias tanto beneficiosas como
limitantes, y que estas creencias no son estáticas, sino que cambian a lo largo de su formación
académica. Asimismo, el estudio destaca la importancia de implementar intervenciones
pedagógicas dirigidas a modificar percepciones erróneas y promover actitudes positivas hacia el
aprendizaje del inglés, con el fin de mejorar la calidad de la enseñanza en el contexto ecuatoriano.
Este estudio contribuye a la comprensión de las concepciones de los futuros docentes en Ecuador,
proporcionando una base para el desarrollo de programas de formación más efectivos y
contextualizados.
Palabras clave: creencias, BALLI, profesores de inglés en formación, aprendizaje del
inglés, educación superior en Ecuador
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
About Language Learning Inventory (BALLI) adaptada al español, los investigadores
administraron encuestas a 317 estudiantes de diferentes niveles académicos, y se realizó un
análisis multivariado de varianza (MANOVA) para examinar las diferencias entre grupos. Los
resultados revelan que los profesores en formación mantienen creencias tanto beneficiosas como
limitantes, y que estas creencias no son estáticas, sino que cambian a lo largo de su formación
académica. Asimismo, el estudio destaca la importancia de implementar intervenciones
pedagógicas dirigidas a modificar percepciones erróneas y promover actitudes positivas hacia el
aprendizaje del inglés, con el fin de mejorar la calidad de la enseñanza en el contexto ecuatoriano.
Este estudio contribuye a la comprensión de las concepciones de los futuros docentes en Ecuador,
proporcionando una base para el desarrollo de programas de formación más efectivos y
contextualizados.
Palabras clave: creencias, BALLI, profesores de inglés en formación, aprendizaje del
inglés, educación superior en Ecuador
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 79
INTRODUCTION
In a globalized world, mastering English as a foreign language (EFL) has become a
fundamental skill for academic and professional success. To meet this growing demand, high-
quality English teacher training is a crucial element in educational systems. Within this process,
educational research has increasingly focused on the factors that influence the professional
development of future teachers, aiming to identify the elements that contribute to their success or,
conversely, can pose a barrier.
For several decades, teachers' beliefs about language learning have been researched.
Pioneering authors like Horwitz (1987) have explored the nature of these beliefs and their impact
on acquiring a new language. Several measurement instruments have been developed, with
Horwitz’s Beliefs About Language Learning Inventory (BALLI) being particularly notable. It is
widely used to identify students’ and teachers’ perceptions of the language learning process
(Huntz, 1996). These beliefs directly influence motivation, attitudes, and strategies that students
employ. Similarly, future teachers’ conceptions about English teaching and learning can impact
their pedagogical practices and instructional approaches in the classroom (Richardson, 1996).
Despite the importance of these beliefs, research focusing on pre-service EFL teachers is
still limited, leaving a gap in our identification and understanding of conceptions that influence
future teaching practices. This gap is particularly notable in the Latin American context, and
specifically in Ecuador, where studies on beliefs are scarce (Santos & Veiga, 2022). This lack of
research hinders the development of teacher training programs that address the specific needs of
the country.
This descriptive study aimed to identify the predominant beliefs of pre-service EFL teachers about
learning English and to analyze potential differences based on their semester of training. Studying
preservice ELF teachers’ beliefs is essential because they are learners and teachers
simultaneously. Their beliefs as students will shape not only their own learning but, more
critically, their future teaching practices. For this reason, the research questions that guide this
study are: 1) What are the pre-service EFL teachers' beliefs about learning English? 2) Do the
pre-service EFL teachers' beliefs about learning English differ according to the semester?
This article is structured as follows: First, a review of the relevant literature is presented;
second, the methodology used is described; third, the results are presented; fourth, their
implications are discussed; and finally, the study's implications are concluded with suggestions
for future research.
Literature Review
Beliefs
The study of beliefs has increased over the last few decades (Inceçay, 2011; Santos &
Luque-Agulló, 2025). Despite the growing interest in the field, there is no universally accepted
INTRODUCTION
In a globalized world, mastering English as a foreign language (EFL) has become a
fundamental skill for academic and professional success. To meet this growing demand, high-
quality English teacher training is a crucial element in educational systems. Within this process,
educational research has increasingly focused on the factors that influence the professional
development of future teachers, aiming to identify the elements that contribute to their success or,
conversely, can pose a barrier.
For several decades, teachers' beliefs about language learning have been researched.
Pioneering authors like Horwitz (1987) have explored the nature of these beliefs and their impact
on acquiring a new language. Several measurement instruments have been developed, with
Horwitz’s Beliefs About Language Learning Inventory (BALLI) being particularly notable. It is
widely used to identify students’ and teachers’ perceptions of the language learning process
(Huntz, 1996). These beliefs directly influence motivation, attitudes, and strategies that students
employ. Similarly, future teachers’ conceptions about English teaching and learning can impact
their pedagogical practices and instructional approaches in the classroom (Richardson, 1996).
Despite the importance of these beliefs, research focusing on pre-service EFL teachers is
still limited, leaving a gap in our identification and understanding of conceptions that influence
future teaching practices. This gap is particularly notable in the Latin American context, and
specifically in Ecuador, where studies on beliefs are scarce (Santos & Veiga, 2022). This lack of
research hinders the development of teacher training programs that address the specific needs of
the country.
This descriptive study aimed to identify the predominant beliefs of pre-service EFL teachers about
learning English and to analyze potential differences based on their semester of training. Studying
preservice ELF teachers’ beliefs is essential because they are learners and teachers
simultaneously. Their beliefs as students will shape not only their own learning but, more
critically, their future teaching practices. For this reason, the research questions that guide this
study are: 1) What are the pre-service EFL teachers' beliefs about learning English? 2) Do the
pre-service EFL teachers' beliefs about learning English differ according to the semester?
This article is structured as follows: First, a review of the relevant literature is presented;
second, the methodology used is described; third, the results are presented; fourth, their
implications are discussed; and finally, the study's implications are concluded with suggestions
for future research.
Literature Review
Beliefs
The study of beliefs has increased over the last few decades (Inceçay, 2011; Santos &
Luque-Agulló, 2025). Despite the growing interest in the field, there is no universally accepted
Vol. 12/ Núm. 4 2025 pág. 80
definition of beliefs because of the varying terminology employed in different studies. However,
Richardson (1996) defines beliefs as ideas or assumptions about the world that a person accepts
as true, considering beliefs as a framework through which individuals interpret their reality.
Similarly, Santos & Luque-Agulló (2025) state that “beliefs are predispositions of our mind that
we hold to be true” (p.139), emphasizing that beliefs shape the way we perceive our world.
Nurhalimah et al. (2020) and Barcelos (2001) emphasize that a central aspect of beliefs
is their influence on a person’s behavior and thought processes. In essence, beliefs have a
significant impact on human actions, guiding our way of thinking and feeling. These statements
are supported by Richardson (1996), who also considers that beliefs drive actions. Despite this,
she argues that experiencing and reflecting on our actions has the potential to change or enrich
our beliefs. Kalaja (1995) explains that beliefs are dynamic and constantly changing, as they
develop through social interaction and depend on the context in which they are formed. This
indicates that beliefs are fluid and evolve through new experiences, reflection, and interactions
with others, highlighting their contextual and socially constructed nature.
Building on this perspective, the foundational framework of this study is Social Learning
Theory, developed by Bandura in 1977 (Rumjaun & Narod, 2025). This theory explains that
beliefs are socially constructed through observation, imitation, and reinforcement. According to
this view, individuals, especially during their formative years, internalize beliefs by modeling the
attitudes and behaviors that are rewarded or repeated in their environment. This underscores that
beliefs are not formed in isolation but are strongly shaped by social and cultural contexts.
To complement this psychological foundation, recent research in neuroscience has
provided insights into how beliefs are developed and biologically sustained. As Sathyanarayana
Rao et al., (2009) explain, beliefs function as internal filters that organize perception and influence
behavior, deeply intertwined with emotions and physiological processes. They are formed
through repeated exposure to experiences, symbolic messages, and environmental stimuli, which
are stored in memory and reinforced through neural mechanisms involving the prefrontal cortex,
hippocampus, and amygdala. Over time, these processes embed beliefs at a biological level,
affecting not only cognition and behavior but also the body’s biochemical responses.
In the context of Language Learning, Barcelos (2001) suggests that beliefs are the
opinions and ideas that students and teachers hold about how language is taught and learned. In
line with this, Victori & Lockhart (1995) state that beliefs are general assumptions students have
about themselves as learners, about the factors affecting language learning, and about the nature
of language learning itself. These definitions highlight the fundamental role of beliefs in the
learning process, as they influence students’ perceptions of the language, their motivation, the
learning strategies they adopt, and their overall engagement with language learning.
Beliefs play a pivotal role for both learners and teachers (Pusparini et al., 2021). Indeed,
Inceçay (2011) argues that highlighting the importance of teachers' beliefs is essential for
definition of beliefs because of the varying terminology employed in different studies. However,
Richardson (1996) defines beliefs as ideas or assumptions about the world that a person accepts
as true, considering beliefs as a framework through which individuals interpret their reality.
Similarly, Santos & Luque-Agulló (2025) state that “beliefs are predispositions of our mind that
we hold to be true” (p.139), emphasizing that beliefs shape the way we perceive our world.
Nurhalimah et al. (2020) and Barcelos (2001) emphasize that a central aspect of beliefs
is their influence on a person’s behavior and thought processes. In essence, beliefs have a
significant impact on human actions, guiding our way of thinking and feeling. These statements
are supported by Richardson (1996), who also considers that beliefs drive actions. Despite this,
she argues that experiencing and reflecting on our actions has the potential to change or enrich
our beliefs. Kalaja (1995) explains that beliefs are dynamic and constantly changing, as they
develop through social interaction and depend on the context in which they are formed. This
indicates that beliefs are fluid and evolve through new experiences, reflection, and interactions
with others, highlighting their contextual and socially constructed nature.
Building on this perspective, the foundational framework of this study is Social Learning
Theory, developed by Bandura in 1977 (Rumjaun & Narod, 2025). This theory explains that
beliefs are socially constructed through observation, imitation, and reinforcement. According to
this view, individuals, especially during their formative years, internalize beliefs by modeling the
attitudes and behaviors that are rewarded or repeated in their environment. This underscores that
beliefs are not formed in isolation but are strongly shaped by social and cultural contexts.
To complement this psychological foundation, recent research in neuroscience has
provided insights into how beliefs are developed and biologically sustained. As Sathyanarayana
Rao et al., (2009) explain, beliefs function as internal filters that organize perception and influence
behavior, deeply intertwined with emotions and physiological processes. They are formed
through repeated exposure to experiences, symbolic messages, and environmental stimuli, which
are stored in memory and reinforced through neural mechanisms involving the prefrontal cortex,
hippocampus, and amygdala. Over time, these processes embed beliefs at a biological level,
affecting not only cognition and behavior but also the body’s biochemical responses.
In the context of Language Learning, Barcelos (2001) suggests that beliefs are the
opinions and ideas that students and teachers hold about how language is taught and learned. In
line with this, Victori & Lockhart (1995) state that beliefs are general assumptions students have
about themselves as learners, about the factors affecting language learning, and about the nature
of language learning itself. These definitions highlight the fundamental role of beliefs in the
learning process, as they influence students’ perceptions of the language, their motivation, the
learning strategies they adopt, and their overall engagement with language learning.
Beliefs play a pivotal role for both learners and teachers (Pusparini et al., 2021). Indeed,
Inceçay (2011) argues that highlighting the importance of teachers' beliefs is essential for
Vol. 12/ Núm. 4 2025 pág. 81
enhancing teaching practices and improving professional teacher preparation programs. In this
context, preservice EFL teachers, who are students training to become educators, occupy a unique
position: they are both learners and teachers. That means the beliefs they hold as students are
likely to shape their teaching practices. Victori (1992) found that many of these beliefs lack a
scientific basis and are, instead, misconceptions about language learning. Similarly, Richardson
(1996) emphasizes that misconceptions often arise from accumulated experiences rather than
empirical evidence. This highlights the need for critical examination and reflection due to “any
incorrect beliefs about EFL teaching and learning can be detrimental to the students’ learning and
might negatively affect their future practices” (Pusparini et al., 2021, p.148)
Preservice teachers’ guidance is so crucial in teaching educational programs. Green
(1971) asserts that teaching involves, in part, the process of modifying and shaping belief systems.
For that reason, teachers are crucial in supporting preservice teachers toward a more informed,
evidence-based understanding of language learning. By understanding these beliefs, educators
and future educators can identify and address potential learning barriers, foster a supportive and
positive learning environment, and implement more effective teaching strategies.
Pre-Service EFL Teachers’ Beliefs About Learning English
According to Santos & Luque-Agulló (2025), research on pre-service teachers’ beliefs is
still limited. A systematic review conducted by them found that there are around 37 studies about
pre-service teacher beliefs from the last two decades (p.11). This reminds us of the urgency for
data in the field. Nevertheless, some studies are closely related to the identification of preservice
teachers' beliefs about learning English.
A literature review conducted by Pusparini et al. (2021) underscore that beliefs about
learning and teaching originate from prior learning experiences, such as the influence of their own
teachers’ pedagogy. The research also indicates that these beliefs are not static but are validated
and adjusted as preservice teachers interact with real classroom contexts. Fundamentally, they
highlight the profound impact of beliefs on students and their guiding role in teaching practice.
In the Ecuadorian context, Santos and Luque-Agulló (2025) revealed a complex
relationship between preservice teachers’ beliefs and practices regarding teaching English
speaking skills, with both convergences and divergences identified between their beliefs and
practices. Additionally, the study emphasizes the importance of teacher education programs to
address these discrepancies to better prepare future teachers for the demands of modern English
language teaching in Latin America.
While some studies suggest that beliefs can be changeable (Kalaja,1995; Barcelos, 2001;
Richardson, 1996), Radwan's (2020) research provides evidence of their resistance to change.
This author observed that, despite participation in educational programs, teachers’ beliefs
remained relatively stable, indicating their complex nature and difficulty in being altered. This
finding highlights the vital importance of early intervention regarding beliefs, especially those
enhancing teaching practices and improving professional teacher preparation programs. In this
context, preservice EFL teachers, who are students training to become educators, occupy a unique
position: they are both learners and teachers. That means the beliefs they hold as students are
likely to shape their teaching practices. Victori (1992) found that many of these beliefs lack a
scientific basis and are, instead, misconceptions about language learning. Similarly, Richardson
(1996) emphasizes that misconceptions often arise from accumulated experiences rather than
empirical evidence. This highlights the need for critical examination and reflection due to “any
incorrect beliefs about EFL teaching and learning can be detrimental to the students’ learning and
might negatively affect their future practices” (Pusparini et al., 2021, p.148)
Preservice teachers’ guidance is so crucial in teaching educational programs. Green
(1971) asserts that teaching involves, in part, the process of modifying and shaping belief systems.
For that reason, teachers are crucial in supporting preservice teachers toward a more informed,
evidence-based understanding of language learning. By understanding these beliefs, educators
and future educators can identify and address potential learning barriers, foster a supportive and
positive learning environment, and implement more effective teaching strategies.
Pre-Service EFL Teachers’ Beliefs About Learning English
According to Santos & Luque-Agulló (2025), research on pre-service teachers’ beliefs is
still limited. A systematic review conducted by them found that there are around 37 studies about
pre-service teacher beliefs from the last two decades (p.11). This reminds us of the urgency for
data in the field. Nevertheless, some studies are closely related to the identification of preservice
teachers' beliefs about learning English.
A literature review conducted by Pusparini et al. (2021) underscore that beliefs about
learning and teaching originate from prior learning experiences, such as the influence of their own
teachers’ pedagogy. The research also indicates that these beliefs are not static but are validated
and adjusted as preservice teachers interact with real classroom contexts. Fundamentally, they
highlight the profound impact of beliefs on students and their guiding role in teaching practice.
In the Ecuadorian context, Santos and Luque-Agulló (2025) revealed a complex
relationship between preservice teachers’ beliefs and practices regarding teaching English
speaking skills, with both convergences and divergences identified between their beliefs and
practices. Additionally, the study emphasizes the importance of teacher education programs to
address these discrepancies to better prepare future teachers for the demands of modern English
language teaching in Latin America.
While some studies suggest that beliefs can be changeable (Kalaja,1995; Barcelos, 2001;
Richardson, 1996), Radwan's (2020) research provides evidence of their resistance to change.
This author observed that, despite participation in educational programs, teachers’ beliefs
remained relatively stable, indicating their complex nature and difficulty in being altered. This
finding highlights the vital importance of early intervention regarding beliefs, especially those
Vol. 12/ Núm. 4 2025 pág. 82
that might be detrimental. In this regard, it is fundamental to “understand that the belief structures
of teachers and teacher candidates are essential to improving their professional preparation and
teaching practices” (Pajares, 1992, p. 307). As a result, Abu Radwan (2020) stresses the
indispensable need for careful and prompt intervention in the early stages of a student’s
professional training. The goal of this intervention is to equip future teachers with the necessary
theoretical and pedagogical beliefs to positively influence their own students.
Additionally, Santos & Veiga (2022) conducted a descriptive study on university
students’ beliefs about foreign language learning in Ecuador. Although their research focused on
students rather than pre-service teachers, their findings suggest that cultural and educational
factors in Ecuador significantly influence beliefs about language learning. These findings can be
extended to future teachers in training, highlighting how the sociocultural environment shapes
their perceptions and attitudes toward teaching and learning English.
Balli
To support researchers in identifying and studying beliefs, several measurement
instruments have been developed, with Horwitz’s Beliefs About Language Learning Inventory
(BALLI) being particularly notable. It is a Likert-scale questionnaire divided into five areas:
difficulty in learning the language, aptitude in learning the language, nature of language learning,
learning and communication strategies, and motivations and expectations. It is used to identify
students’ and teachers’ perceptions of the language learning process (Huntz, 1996). Since its
development in 1987, it has been adjusted. Additionally, several studies have been conducted
using BALLI in the last decades, as shown in Table 1.
Table 1
Studies that use BALLI
Author Year Participants Country
Barrios Espinosa 2013 Pre-service Teachers Spain
Cimen 2015 Pre-service and in-service English language
teachers
Turkey
Abu Radwan 2019 Pre-service teachers Omán
Santos & Veiga 2022 University students Ecuador
The table 1 shows a selection of studies conducted in the last decade that have used the
Beliefs About Language Learning Inventory (BALLI) instrument to investigate students' beliefs
about language learning. These studies, carried out in different countries such as Spain, Turkey,
Oman, and Ecuador, demonstrate the global application of the BALLI as a measurement tool. A
common pattern is that most of the research focused on preservice teachers, highlighting the
importance of this population in understanding the beliefs that influence the language learning
that might be detrimental. In this regard, it is fundamental to “understand that the belief structures
of teachers and teacher candidates are essential to improving their professional preparation and
teaching practices” (Pajares, 1992, p. 307). As a result, Abu Radwan (2020) stresses the
indispensable need for careful and prompt intervention in the early stages of a student’s
professional training. The goal of this intervention is to equip future teachers with the necessary
theoretical and pedagogical beliefs to positively influence their own students.
Additionally, Santos & Veiga (2022) conducted a descriptive study on university
students’ beliefs about foreign language learning in Ecuador. Although their research focused on
students rather than pre-service teachers, their findings suggest that cultural and educational
factors in Ecuador significantly influence beliefs about language learning. These findings can be
extended to future teachers in training, highlighting how the sociocultural environment shapes
their perceptions and attitudes toward teaching and learning English.
Balli
To support researchers in identifying and studying beliefs, several measurement
instruments have been developed, with Horwitz’s Beliefs About Language Learning Inventory
(BALLI) being particularly notable. It is a Likert-scale questionnaire divided into five areas:
difficulty in learning the language, aptitude in learning the language, nature of language learning,
learning and communication strategies, and motivations and expectations. It is used to identify
students’ and teachers’ perceptions of the language learning process (Huntz, 1996). Since its
development in 1987, it has been adjusted. Additionally, several studies have been conducted
using BALLI in the last decades, as shown in Table 1.
Table 1
Studies that use BALLI
Author Year Participants Country
Barrios Espinosa 2013 Pre-service Teachers Spain
Cimen 2015 Pre-service and in-service English language
teachers
Turkey
Abu Radwan 2019 Pre-service teachers Omán
Santos & Veiga 2022 University students Ecuador
The table 1 shows a selection of studies conducted in the last decade that have used the
Beliefs About Language Learning Inventory (BALLI) instrument to investigate students' beliefs
about language learning. These studies, carried out in different countries such as Spain, Turkey,
Oman, and Ecuador, demonstrate the global application of the BALLI as a measurement tool. A
common pattern is that most of the research focused on preservice teachers, highlighting the
importance of this population in understanding the beliefs that influence the language learning
Vol. 12/ Núm. 4 2025 pág. 83
process. The diversity of years and geographical locations of these works emphasizes that the
topic remains of academic interest, and that BALLI continues to be a valid and relevant instrument
for studying language learning beliefs despite being developed several decades ago.
METHODOLOGY
This quantitative study employed a descriptive design to identify and compare pre-service
EFL teachers' beliefs about learning English. According to McCombes (2019), descriptive design
aims to describe a population, situation, or phenomenon systematically. This kind of research is
used to explore characteristics, frequencies, trends, and categories, and it is useful when not much
is known yet about the topic or problem. In this regard, this methodology is the most suitable due
to the existing gap in the study of pre-service EFL teachers’ beliefs in Ecuador.
Context and Participants
This study was conducted in a EFL teaching training program at a public university in
Los Ríos, Ecuador. The sample consisted of 317 participants (N=317) recruited through self-
selection from the first to the eighth semester (last one) of the teaching training program. The
sample included 82 men and 235 women, aged 17 to 54 years old. The participants were informed
about the purpose of the study and gave informed consent before participation.
Data Collection Instrument
Balli
This study utilized a Spanish-adapted version of the Beliefs About Language Learning
Inventory (BALLI). This adapted questionnaire consisted of 30 statements addressing five key
areas of English learning. Participants indicated their level of agreement with each statement
using a 5-point Likert scale ranging from strongly agree to strongly disagree (1. Strongly agree
and 5. Strongly disagree). The survey was distributed via email using Google Forms, and the
answers were collected over one month to ensure data quality.
The internal consistency of the BALLI questionnaire was assessed using Cronbach’s
alpha. The obtained value was α = 0.79. Based on standard benchmarks (α ≥ 0.7 = acceptable),
this indicates acceptable internal consistency. This suggests that the items measure a cohesive
construct with relatively low measurement error. For the purposes of this study, the value is
considered adequate for research use.
Data Analysis
The data analysis was performed using the statistical program SPSS 25 to identify the
predominant beliefs of pre-service teachers regarding learning English. Subsequently, a
correlational test was conducted to compare these beliefs across various levels of educational
training.
process. The diversity of years and geographical locations of these works emphasizes that the
topic remains of academic interest, and that BALLI continues to be a valid and relevant instrument
for studying language learning beliefs despite being developed several decades ago.
METHODOLOGY
This quantitative study employed a descriptive design to identify and compare pre-service
EFL teachers' beliefs about learning English. According to McCombes (2019), descriptive design
aims to describe a population, situation, or phenomenon systematically. This kind of research is
used to explore characteristics, frequencies, trends, and categories, and it is useful when not much
is known yet about the topic or problem. In this regard, this methodology is the most suitable due
to the existing gap in the study of pre-service EFL teachers’ beliefs in Ecuador.
Context and Participants
This study was conducted in a EFL teaching training program at a public university in
Los Ríos, Ecuador. The sample consisted of 317 participants (N=317) recruited through self-
selection from the first to the eighth semester (last one) of the teaching training program. The
sample included 82 men and 235 women, aged 17 to 54 years old. The participants were informed
about the purpose of the study and gave informed consent before participation.
Data Collection Instrument
Balli
This study utilized a Spanish-adapted version of the Beliefs About Language Learning
Inventory (BALLI). This adapted questionnaire consisted of 30 statements addressing five key
areas of English learning. Participants indicated their level of agreement with each statement
using a 5-point Likert scale ranging from strongly agree to strongly disagree (1. Strongly agree
and 5. Strongly disagree). The survey was distributed via email using Google Forms, and the
answers were collected over one month to ensure data quality.
The internal consistency of the BALLI questionnaire was assessed using Cronbach’s
alpha. The obtained value was α = 0.79. Based on standard benchmarks (α ≥ 0.7 = acceptable),
this indicates acceptable internal consistency. This suggests that the items measure a cohesive
construct with relatively low measurement error. For the purposes of this study, the value is
considered adequate for research use.
Data Analysis
The data analysis was performed using the statistical program SPSS 25 to identify the
predominant beliefs of pre-service teachers regarding learning English. Subsequently, a
correlational test was conducted to compare these beliefs across various levels of educational
training.
Vol. 12/ Núm. 4 2025 pág. 84
Descriptive Statistics
The first stage of the analysis consisted of the identification of pre-service teachers'
beliefs about learning English. To characterize the sample and provide a foundational
understanding of the data, descriptive statistics were calculated. This stage included the
measurement of percentages, mean, and standard deviation of each statement (Rendón-Macías et
al., 2016).
Manova
In the second stage of the data analysis, a MANOVA (Multivariate Analysis of Variance)
was applied. This analysis method is used to determine if there are significant differences among
groups (semesters). Hassan (2024) explains that MANOVA provides a more comprehensive view
of how variables affect one another, allowing for higher-quality comparisons in research.
Ethical Considerations
This study adhered to the educational ethical considerations proposed by the British
Educational Research Association (Ethical Guidelines for Educational Research, Fourth Edition
(2018), n.d.) to ensure consensual, informed, voluntary, and anonymous participation from the
respondents. First, participants were invited, ensuring that only volunteers were involved. Next,
the author presented the study’s objective, clarifying the implications of participation and
guaranteeing anonymity. Finally, participants agreed to collaborate with the researchers.
RESULTS
The results of this study are presented below in tables, detailing the percentages of
participant responses. To facilitate analysis, the statements have been classified into five main
categories. Each table is accompanied by a descriptive text that summarizes the key findings for
each group, showing how participants align with beliefs about language learning.
Difficulty in Learning the Language
Focused on the difficulty in learning English, we found interesting results (Table 2). On
the one hand, 52.1 % of preservice teachers agree that it is easier to read and write in English than
to speak and understand it. Similarly, 67.5% believe that some languages are easier than others.
On the other hand, the perception regarding the difficulty between speaking and understanding
English was more divided. A notable 37.5% of participants remained in disagreement, with a
slight tendency toward neutrality.
Descriptive Statistics
The first stage of the analysis consisted of the identification of pre-service teachers'
beliefs about learning English. To characterize the sample and provide a foundational
understanding of the data, descriptive statistics were calculated. This stage included the
measurement of percentages, mean, and standard deviation of each statement (Rendón-Macías et
al., 2016).
Manova
In the second stage of the data analysis, a MANOVA (Multivariate Analysis of Variance)
was applied. This analysis method is used to determine if there are significant differences among
groups (semesters). Hassan (2024) explains that MANOVA provides a more comprehensive view
of how variables affect one another, allowing for higher-quality comparisons in research.
Ethical Considerations
This study adhered to the educational ethical considerations proposed by the British
Educational Research Association (Ethical Guidelines for Educational Research, Fourth Edition
(2018), n.d.) to ensure consensual, informed, voluntary, and anonymous participation from the
respondents. First, participants were invited, ensuring that only volunteers were involved. Next,
the author presented the study’s objective, clarifying the implications of participation and
guaranteeing anonymity. Finally, participants agreed to collaborate with the researchers.
RESULTS
The results of this study are presented below in tables, detailing the percentages of
participant responses. To facilitate analysis, the statements have been classified into five main
categories. Each table is accompanied by a descriptive text that summarizes the key findings for
each group, showing how participants align with beliefs about language learning.
Difficulty in Learning the Language
Focused on the difficulty in learning English, we found interesting results (Table 2). On
the one hand, 52.1 % of preservice teachers agree that it is easier to read and write in English than
to speak and understand it. Similarly, 67.5% believe that some languages are easier than others.
On the other hand, the perception regarding the difficulty between speaking and understanding
English was more divided. A notable 37.5% of participants remained in disagreement, with a
slight tendency toward neutrality.
Vol. 12/ Núm. 4 2025 pág. 85
Table 2
Difficulty in Learning the Language
Belief 1 2 3 4 5 Mean
Std.
Dev.
10. It is easier to read and write in English than to
speak and understand it.
19.6 32.5 29.3 15.8 2.8 2.50 1.063
15. It is easier to speak English than to understand
English.
6.9 20.5 35.0 33.4 4.1 3.07 .989
2. Some languages are easier than others. 26.2 41.3 21.1 10.7 0.6 2.18 .964
Note:* 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Aptitude for Learning the Language
Concerning language learning ability, results reveal three types of answers (Table 3).
First, 83% of preservice teachers agreed that it is easier for children than for adults to learn
English. Also, 42.2 % of participants agreed that some people are born with a special ability that
helps them learn English. Likewise, it was found that 61,5 % agreed that it is easier for someone
who already speaks English to learn another foreign language. Additionally, 49.2% show
agreement in concordance with the importance of Ecuadorians speaking English. A higher
percentage of participants, 68.5 %, also agreed that they have an aptitude for foreign languages.
Similarly, 63,4% agreed that people who speak more than one language well are very intelligent.
As well, 94.3% of participants agreed that everyone can learn to speak English. Furthermore,
neutral answers were found: 46.1% declared they are neutral about whether women are better than
men at learning English, and 50.5% stated a neutral argument about whether Ecuadorians are
good at learning English. Finally, 53.6% disagreed that people who are good at math and science
are not good at learning English.
Table 3
Aptitude for Learning the Language
Belief 1 2 3 4 5 Mean
Std.
Dev.
1. It is easier for children than for adults to learn
English.
46.4 36.6 12,9 3.8 0.3 1.75 .844
16. Some people are born with a special ability
that helps them learn English.
12.3 30.0 31.5 21.1 5.0 2.77 1.074
18. It is easier for someone who already speaks
English to learn another foreign language.
24.3 37. 2 24.0 11.4 3.2 2.32 1-.060
Table 2
Difficulty in Learning the Language
Belief 1 2 3 4 5 Mean
Std.
Dev.
10. It is easier to read and write in English than to
speak and understand it.
19.6 32.5 29.3 15.8 2.8 2.50 1.063
15. It is easier to speak English than to understand
English.
6.9 20.5 35.0 33.4 4.1 3.07 .989
2. Some languages are easier than others. 26.2 41.3 21.1 10.7 0.6 2.18 .964
Note:* 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Aptitude for Learning the Language
Concerning language learning ability, results reveal three types of answers (Table 3).
First, 83% of preservice teachers agreed that it is easier for children than for adults to learn
English. Also, 42.2 % of participants agreed that some people are born with a special ability that
helps them learn English. Likewise, it was found that 61,5 % agreed that it is easier for someone
who already speaks English to learn another foreign language. Additionally, 49.2% show
agreement in concordance with the importance of Ecuadorians speaking English. A higher
percentage of participants, 68.5 %, also agreed that they have an aptitude for foreign languages.
Similarly, 63,4% agreed that people who speak more than one language well are very intelligent.
As well, 94.3% of participants agreed that everyone can learn to speak English. Furthermore,
neutral answers were found: 46.1% declared they are neutral about whether women are better than
men at learning English, and 50.5% stated a neutral argument about whether Ecuadorians are
good at learning English. Finally, 53.6% disagreed that people who are good at math and science
are not good at learning English.
Table 3
Aptitude for Learning the Language
Belief 1 2 3 4 5 Mean
Std.
Dev.
1. It is easier for children than for adults to learn
English.
46.4 36.6 12,9 3.8 0.3 1.75 .844
16. Some people are born with a special ability
that helps them learn English.
12.3 30.0 31.5 21.1 5.0 2.77 1.074
18. It is easier for someone who already speaks
English to learn another foreign language.
24.3 37. 2 24.0 11.4 3.2 2.32 1-.060
Vol. 12/ Núm. 4 2025 pág. 86
19. Ecuadorians think it is important to speak
English.
16.4 32.8 27.1 20.8 2.8 2.61 1.075
22. I have an aptitude for foreign languages. 18.3 50.2 26.8 4.4 0.3 2.18 .790
28. People who speak more than one language
well are very intelligent.
21.8 41.6 26.5 8.5 1.6 2.26 .948
30. Everyone can learn to speak English. 69.7 24.6 4.7 0.6 0.3 1.37 .637
11. Women are better than men at learning
English.
5.9 6.9 46.5 26.2 14.8 3.37 1.015
25. Ecuadorians are good at learning English. 5.4 26.2 50.5 15.5 2.5 2.84 .841
21. People who are good at math and science are
not good at learning English.
4.7 7.3 34.4 38.8 14.8 3.52 .989
Note:* 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Nature for Language Learning
Regarding the nature of learning the language, two different perspectives were found
(Table 4). First, a high percentage of participants said that they agreed that learning a foreign
language is mainly a matter of learning many new vocabulary words (74.5 %) and learning many
grammar rules (51,1%). Conversely, 51.1% disagreed that learning a foreign language is mainly
a matter of translating. Also 71,0% agreed that learning English is different from learning other
school subjects. Additionally, 76.0% emphasized it is better to learn English in an English-
speaking country; however, only 43,8% agreed it is necessary to know the Anglophone culture to
speak English.
Table 4
Nature for Language Learning
Belief 1 2 3 4 5 Mean
Std.
Dev.
9. Learning a foreign language is mainly a matter
of learning many new vocabulary words.
32.2 42.3 17.0 7.9 0.6 2.03 .931
17. Learning English is mainly a matter of learning
many grammar rules.
15.5 35.6 27.4 18.6 2.8 2.58 1.048
23. It is necessary to know the Anglophone culture
to speak English.
11.0 32.8 42.0 12.9 1.3 2.61 .892
24. Learning English is different from learning
other school subjects.
21.8 49.2 18.0 10.1 0.9 2.19 .923
19. Ecuadorians think it is important to speak
English.
16.4 32.8 27.1 20.8 2.8 2.61 1.075
22. I have an aptitude for foreign languages. 18.3 50.2 26.8 4.4 0.3 2.18 .790
28. People who speak more than one language
well are very intelligent.
21.8 41.6 26.5 8.5 1.6 2.26 .948
30. Everyone can learn to speak English. 69.7 24.6 4.7 0.6 0.3 1.37 .637
11. Women are better than men at learning
English.
5.9 6.9 46.5 26.2 14.8 3.37 1.015
25. Ecuadorians are good at learning English. 5.4 26.2 50.5 15.5 2.5 2.84 .841
21. People who are good at math and science are
not good at learning English.
4.7 7.3 34.4 38.8 14.8 3.52 .989
Note:* 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Nature for Language Learning
Regarding the nature of learning the language, two different perspectives were found
(Table 4). First, a high percentage of participants said that they agreed that learning a foreign
language is mainly a matter of learning many new vocabulary words (74.5 %) and learning many
grammar rules (51,1%). Conversely, 51.1% disagreed that learning a foreign language is mainly
a matter of translating. Also 71,0% agreed that learning English is different from learning other
school subjects. Additionally, 76.0% emphasized it is better to learn English in an English-
speaking country; however, only 43,8% agreed it is necessary to know the Anglophone culture to
speak English.
Table 4
Nature for Language Learning
Belief 1 2 3 4 5 Mean
Std.
Dev.
9. Learning a foreign language is mainly a matter
of learning many new vocabulary words.
32.2 42.3 17.0 7.9 0.6 2.03 .931
17. Learning English is mainly a matter of learning
many grammar rules.
15.5 35.6 27.4 18.6 2.8 2.58 1.048
23. It is necessary to know the Anglophone culture
to speak English.
11.0 32.8 42.0 12.9 1.3 2.61 .892
24. Learning English is different from learning
other school subjects.
21.8 49.2 18.0 10.1 0.9 2.19 .923
Vol. 12/ Núm. 4 2025 pág. 87
29. It is better to learn English in an English-
speaking country.
35.0 41 19.2 4.4 0.3 1.94 .864
7. Learning a foreign language is mainly a matter
of translating.
3.8 15.4 29.7 42.9 8.2 3.36 .967
Note: * 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Learning and communication strategies
About learning and communication strategies, we found two answers (Table 5). Firstly,
97.5% of students believe it is important to repeat and practice a lot. Similarly, 52.0% agreed it is
important to speak English with an excellent accent. Concerning to their emotional aspects, 66.6%
of participants feel self-conscious speaking English in front of other people. Also, 49.2%
considered that if they are allowed to make mistakes at the beginning while learning English, it
will be difficult to overcome them later. Lately, 38.85 disagreed with guessing if you don't know
a word in English. Similarly, 68.8% disagreed that they shouldn't say anything in English until
they can say it correctly.
Table 5
Learning and communication strategies
Belief 1 2 3 4 5 Mean
Std.
Dev.
4. It is important to repeat and practice a lot. 74.8 22.7 1.6 0.6 0.3 1.29 .561
12. It is important to speak English with an
excellent accent.
20.8 31.2 27.8 16.1 4.1 2.51 1.113
26. I feel self-conscious speaking English in front
of other people.
24.0 42.6 17.0 12.3 4.1 2.30 1.089
27. If you are allowed to make mistakes at the
beginning while learning English, it will be
difficult to get rid of them later.
19.9 29.3 20.8 24.3 5.7 2.67 1.205
6. It's okay to guess if you don't know a word in
English.
6.6 21.5 33.1 31.2 7.6 3.12 1.041
14. You shouldn't say anything in English until
you can say it correctly.
3.8 7.9 19.6 46.4 22.4 3.76 1.010
Note: * 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Motivations and Expectations
Regarding motivation and expectations, we found agreement in the whole section (Table
6). A high percentage of participants believe that they will eventually learn to speak English very
29. It is better to learn English in an English-
speaking country.
35.0 41 19.2 4.4 0.3 1.94 .864
7. Learning a foreign language is mainly a matter
of translating.
3.8 15.4 29.7 42.9 8.2 3.36 .967
Note: * 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Learning and communication strategies
About learning and communication strategies, we found two answers (Table 5). Firstly,
97.5% of students believe it is important to repeat and practice a lot. Similarly, 52.0% agreed it is
important to speak English with an excellent accent. Concerning to their emotional aspects, 66.6%
of participants feel self-conscious speaking English in front of other people. Also, 49.2%
considered that if they are allowed to make mistakes at the beginning while learning English, it
will be difficult to overcome them later. Lately, 38.85 disagreed with guessing if you don't know
a word in English. Similarly, 68.8% disagreed that they shouldn't say anything in English until
they can say it correctly.
Table 5
Learning and communication strategies
Belief 1 2 3 4 5 Mean
Std.
Dev.
4. It is important to repeat and practice a lot. 74.8 22.7 1.6 0.6 0.3 1.29 .561
12. It is important to speak English with an
excellent accent.
20.8 31.2 27.8 16.1 4.1 2.51 1.113
26. I feel self-conscious speaking English in front
of other people.
24.0 42.6 17.0 12.3 4.1 2.30 1.089
27. If you are allowed to make mistakes at the
beginning while learning English, it will be
difficult to get rid of them later.
19.9 29.3 20.8 24.3 5.7 2.67 1.205
6. It's okay to guess if you don't know a word in
English.
6.6 21.5 33.1 31.2 7.6 3.12 1.041
14. You shouldn't say anything in English until
you can say it correctly.
3.8 7.9 19.6 46.4 22.4 3.76 1.010
Note: * 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Motivations and Expectations
Regarding motivation and expectations, we found agreement in the whole section (Table
6). A high percentage of participants believe that they will eventually learn to speak English very
Vol. 12/ Núm. 4 2025 pág. 88
well (89.6%), and they would like to learn English to better understand its speakers (87.4%).
Additionally, they agree that if they heard someone speaking in English, they would approach
them to practice the language (70.0%). Concerning opportunities, they agreed they will get to
speak English very well, and they will have many opportunities to use it. Also, 80,7% believe that
if they learn to speak English very well, they will get a good job.
Table 7
Motivations and expectations
Belief 1 2 3 4 5 Mean
Std.
Dev.
8. I think I will eventually learn to speak English
very well.
46.7 42.9 8.5 1.6 0.3 1.66 .727
5. I would like to learn English to better understand
its speakers.
50.5 36.9 9.8 1.9 0.9 1.66 .806
20. If I heard someone speaking in English, I would
approach them to practice the language.
26.5 43.5 18.0 9.5 2.5 2.18 1.011
3. If I get to speak English very well, I will have
many opportunities to use it.
63.4 29.7 6.0 0.3 0.6 1.45 .681
13.If I learn to speak English very well, I will get a
good job.
35.0 45.7 17.4 1.6 0.3 1.86 .774
Note:* 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Manova
A multivariate analysis of variance (MANOVA) revealed that the independent variable,
semester, had a statistically significant effect on students' beliefs about learning English.
Specifically, the tests of between-subjects effects showed significant differences in several beliefs
across the semesters, as shown in Table 7.
Table 7
Beliefs about learning English that differ significantly based on the semester
Belief F p
6. Learning a foreign language is mainly a matter of learning
many vocabulary words
F(7,309) = 3.371 P = 0.002
7. It is easier to read and write in English than to speak and
understand it
F(7,309) = 4.122 p < 0.001
8. It is important to speak English with an excellent accent
(,).
F(7,309) = 5.053 p < 0.001
10 It is easier to speak English than to understand English (,
p = .003).
F(7,309) = 3.136 p = 0.003
well (89.6%), and they would like to learn English to better understand its speakers (87.4%).
Additionally, they agree that if they heard someone speaking in English, they would approach
them to practice the language (70.0%). Concerning opportunities, they agreed they will get to
speak English very well, and they will have many opportunities to use it. Also, 80,7% believe that
if they learn to speak English very well, they will get a good job.
Table 7
Motivations and expectations
Belief 1 2 3 4 5 Mean
Std.
Dev.
8. I think I will eventually learn to speak English
very well.
46.7 42.9 8.5 1.6 0.3 1.66 .727
5. I would like to learn English to better understand
its speakers.
50.5 36.9 9.8 1.9 0.9 1.66 .806
20. If I heard someone speaking in English, I would
approach them to practice the language.
26.5 43.5 18.0 9.5 2.5 2.18 1.011
3. If I get to speak English very well, I will have
many opportunities to use it.
63.4 29.7 6.0 0.3 0.6 1.45 .681
13.If I learn to speak English very well, I will get a
good job.
35.0 45.7 17.4 1.6 0.3 1.86 .774
Note:* 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
Manova
A multivariate analysis of variance (MANOVA) revealed that the independent variable,
semester, had a statistically significant effect on students' beliefs about learning English.
Specifically, the tests of between-subjects effects showed significant differences in several beliefs
across the semesters, as shown in Table 7.
Table 7
Beliefs about learning English that differ significantly based on the semester
Belief F p
6. Learning a foreign language is mainly a matter of learning
many vocabulary words
F(7,309) = 3.371 P = 0.002
7. It is easier to read and write in English than to speak and
understand it
F(7,309) = 4.122 p < 0.001
8. It is important to speak English with an excellent accent
(,).
F(7,309) = 5.053 p < 0.001
10 It is easier to speak English than to understand English (,
p = .003).
F(7,309) = 3.136 p = 0.003
Vol. 12/ Núm. 4 2025 pág. 89
12. It is easier for someone who already speaks English to
learn another foreign language
F(7,309) = 3.628 p < 0.001
13. Ecuadorians think it is important to speak English F(7,309) = 3.937 p < 0.001
DISCUSSION
In this part of the article, the key findings obtained from the BALLI questionnaire are
discussed. Principal results indicated that: a) most of the relevant answers were found in the
motivation and expectations category, where participants agreed with most of the beliefs related
to it; b) following this, significant findings were obtained in nature for learning the language,
where participants agreed with half of the statements; c) also, we found several interesting
responses in the categories of aptitude for language learning and learning and communication
strategies, and, d) finally, difficulty in language learning showed less agreement.
These general results show a close relationship with the findings encountered by Santos &
Veiga (2022). Although their study involved university students instead of preservice teachers,
general results show a high percentage of similarity in the agreement of beliefs per category. This
might be the influence of context and common background experiences of participants due to
having been immersed in a similar educational system in Ecuador.
Table 8
Rank of beliefs agreement
Rank Belief Agree (N) %
1 It is important to repeat and practice a lot. 309 97.5%
2 Everyone can learn to speak English 299 94.3%
3 If I get to speak English very well, I will have many opportunities to
use it.
295 93.1%
4 I think I will eventually learn to speak English very well. 284 89.6%
5 I would like to learn English to better understand its speakers. 277 87.4%
26 It is easier to speak English than to understand English. 87 27.4%
27 Learning a foreign language is mainly a matter of translating. 61 19.2%
28 Women are better than men at learning English 41 12.9%
29 People who are good at math and science are not good at learning
English.
38 12.0%
30 You shouldn't say anything in English until you can say it correctly. 37 11.7%
With a 97.5% agreement rate, the belief that repetition and practice are essential was the
most common one found. This result is supported by similar findings obtained by Abu Radwan
(2020), in which 97.5% of students agree with the same statement. Richardson (1996) stated that
12. It is easier for someone who already speaks English to
learn another foreign language
F(7,309) = 3.628 p < 0.001
13. Ecuadorians think it is important to speak English F(7,309) = 3.937 p < 0.001
DISCUSSION
In this part of the article, the key findings obtained from the BALLI questionnaire are
discussed. Principal results indicated that: a) most of the relevant answers were found in the
motivation and expectations category, where participants agreed with most of the beliefs related
to it; b) following this, significant findings were obtained in nature for learning the language,
where participants agreed with half of the statements; c) also, we found several interesting
responses in the categories of aptitude for language learning and learning and communication
strategies, and, d) finally, difficulty in language learning showed less agreement.
These general results show a close relationship with the findings encountered by Santos &
Veiga (2022). Although their study involved university students instead of preservice teachers,
general results show a high percentage of similarity in the agreement of beliefs per category. This
might be the influence of context and common background experiences of participants due to
having been immersed in a similar educational system in Ecuador.
Table 8
Rank of beliefs agreement
Rank Belief Agree (N) %
1 It is important to repeat and practice a lot. 309 97.5%
2 Everyone can learn to speak English 299 94.3%
3 If I get to speak English very well, I will have many opportunities to
use it.
295 93.1%
4 I think I will eventually learn to speak English very well. 284 89.6%
5 I would like to learn English to better understand its speakers. 277 87.4%
26 It is easier to speak English than to understand English. 87 27.4%
27 Learning a foreign language is mainly a matter of translating. 61 19.2%
28 Women are better than men at learning English 41 12.9%
29 People who are good at math and science are not good at learning
English.
38 12.0%
30 You shouldn't say anything in English until you can say it correctly. 37 11.7%
With a 97.5% agreement rate, the belief that repetition and practice are essential was the
most common one found. This result is supported by similar findings obtained by Abu Radwan
(2020), in which 97.5% of students agree with the same statement. Richardson (1996) stated that
Vol. 12/ Núm. 4 2025 pág. 90
beliefs come from personal experience, schooling, instruction, among others. In alignment with
her, this belief might be related to traditional methods in what students have been taught since
school, where repetition was a central part. From the perspective of Social Learning Theory,
beliefs are reinforced through observation and imitation of these practices and might later be
reproduced in preservice teachers’ own classrooms as shown Santos & Luque-Agulló (2025),
who found that students with a strong belief in repetition as a learning strategy apply this belief
in their teaching practice when they assume the role of teacher during their training. It highlights
the urgency for the deconstruction of misconceptions, which, according to Pusparini et al. (2021),
can be detrimental for students. Taking action to align preservice teacher beliefs with the
Communicative Language Approach (according with the Ecuadorian EFL curriculum) is key in
today’s language learning education.
The second common belief (94.3% agreement) among participants was that everyone can
learn to speak English. It also closely links this to the fourth-ranked belief, where participants
agree that they will learn to speak English eventually (89.6%). These findings are quite similar to
those of Barrios-Espinoza (2013) and Cimen (2015), who found a high percentage of agreement
with these statements. These results show that participants strongly believe they will develop
speaking skills in English, and it also reflects their positive assumption that anyone can learn it.
This is a good starting point that might help create friendly English learning environments where
nobody is underestimated.
Beliefs about opportunities to use language ranked third in agreement (93.1%). This
means that “If I get to speak English very well, I will have many opportunities to use it.” The
results show a high level of motivation among participants, who believe that good management
of oral skills will open many opportunities for communication. Similarly, the belief in fifth place
highlights participants' engagement with using English to understand its speakers (87.4%). These
findings show how pre-service EFL teachers' beliefs are connected and support their interest in
intercultural communication. Therefore, fostering positive beliefs is a vital part of an EFL
teacher’s role. Students are already motivated by the idea that English will create opportunities
for communication and connection, so teachers should help bridge the gap between belief and
reality.
The belief that “learning a foreign language is mainly a matter of translating” (position
27, 19.2% agreement) is particularly concerning. From a psychological perspective, translation
can serve as a useful cognitive strategy, particularly at initial stages, as it helps learners connect
new knowledge with their first language. However, reducing language learning to translation
alone is problematic. The fact that 61 future EFL teachers support it indicates that an outdated
view of language learning still prevails. By focusing on translation, they might neglect to develop
communicative skills essential for real-world interaction. This belief could lead them to prioritize
rigid translation exercises rather than fostering the authentic use of the language not only as
beliefs come from personal experience, schooling, instruction, among others. In alignment with
her, this belief might be related to traditional methods in what students have been taught since
school, where repetition was a central part. From the perspective of Social Learning Theory,
beliefs are reinforced through observation and imitation of these practices and might later be
reproduced in preservice teachers’ own classrooms as shown Santos & Luque-Agulló (2025),
who found that students with a strong belief in repetition as a learning strategy apply this belief
in their teaching practice when they assume the role of teacher during their training. It highlights
the urgency for the deconstruction of misconceptions, which, according to Pusparini et al. (2021),
can be detrimental for students. Taking action to align preservice teacher beliefs with the
Communicative Language Approach (according with the Ecuadorian EFL curriculum) is key in
today’s language learning education.
The second common belief (94.3% agreement) among participants was that everyone can
learn to speak English. It also closely links this to the fourth-ranked belief, where participants
agree that they will learn to speak English eventually (89.6%). These findings are quite similar to
those of Barrios-Espinoza (2013) and Cimen (2015), who found a high percentage of agreement
with these statements. These results show that participants strongly believe they will develop
speaking skills in English, and it also reflects their positive assumption that anyone can learn it.
This is a good starting point that might help create friendly English learning environments where
nobody is underestimated.
Beliefs about opportunities to use language ranked third in agreement (93.1%). This
means that “If I get to speak English very well, I will have many opportunities to use it.” The
results show a high level of motivation among participants, who believe that good management
of oral skills will open many opportunities for communication. Similarly, the belief in fifth place
highlights participants' engagement with using English to understand its speakers (87.4%). These
findings show how pre-service EFL teachers' beliefs are connected and support their interest in
intercultural communication. Therefore, fostering positive beliefs is a vital part of an EFL
teacher’s role. Students are already motivated by the idea that English will create opportunities
for communication and connection, so teachers should help bridge the gap between belief and
reality.
The belief that “learning a foreign language is mainly a matter of translating” (position
27, 19.2% agreement) is particularly concerning. From a psychological perspective, translation
can serve as a useful cognitive strategy, particularly at initial stages, as it helps learners connect
new knowledge with their first language. However, reducing language learning to translation
alone is problematic. The fact that 61 future EFL teachers support it indicates that an outdated
view of language learning still prevails. By focusing on translation, they might neglect to develop
communicative skills essential for real-world interaction. This belief could lead them to prioritize
rigid translation exercises rather than fostering the authentic use of the language not only as
Vol. 12/ Núm. 4 2025 pág. 91
students,but also as teachers. This goes against the principles of the Communicative Language
Approach (CLA), which aims for students to communicate naturally and effectively. When future
teachers adopt the belief that learning a foreign language is mainly a matter of translating, they
risk limiting both their own communicative development and that of their students. In line with
Social Learning Theory, such beliefs are often reinforced by traditional classroom models, and if
left unchallenged, they may be reproduced in future teaching practices.
Even more alarming is the belief at the very bottom of the ranking: “you shouldn't say
anything in English until you can say it correctly.” Although only 37 (11.7%) future teachers
subscribe to it, its potential impact is devastating. This idea might generate a paralyzing fear of
making mistakes in their own learning process, limiting their participation and the development
of their oral skills.When these students take on the role of teachers, it's likely they will pass this
same fear on to their students. If a teacher discourages language experimentation for fear of errors,
they are creating an inhibitory learning environment where students are afraid to speak. This
completely halts the development of oral fluency, a critical skill for mastering English. The
existence of this belief, no matter how minor, highlights a critical flaw that must be addressed, as
these 37 individuals will be responsible for the education of hundreds of future students.
Finally, a multivariate analysis of variance (MANOVA) showed that semesters had a
statistically significant effect on students' overall beliefs about learning. The belief that “it is easier
to read and write in English than to speak and understand it” (F(7,309) = 4.122, p < 0.001) and
the belief that “it is easier for someone who already speaks English to learn another foreign
language” (F (7,309) = 3.628, p < 0.001) suggest that exposure to higher education in English
alters how students view different language skills and the transfer of knowledge between
languages. Moreover, the belief about the importance of an “excellent accent” (F(7,309) = 5.053,
p < 0.001) and the “Ecuadorians think it is important to speak English” (F(7,309) = 3.937, p <
0.001) also showed significant differences.
These findings could indicate that the language degree curriculum might influence the
beliefs of future teachers. As they progress in their studies, pre-service EFL teachers are exposed
to pedagogical principles and linguistic knowledge that might demystify their misconceptions.
The program seems to instill a more realistic and nuanced view of the difficulty of communicative
skills, while also fostering an understanding of the importance of intelligibility over accent
perfection. In essence, the degree might not only be teaching the language, but also reshaping the
students’ belief system, aligning it with a more professional perspective and a greater awareness
of the social relevance of English in their environment.
CONCLUSIONS
The main goal of this descriptive study was to identify pre-service EFL teachers’ beliefs in
the Ecuadorian higher education context. To gather data, the BALLI questionnaire was utilized.
students,but also as teachers. This goes against the principles of the Communicative Language
Approach (CLA), which aims for students to communicate naturally and effectively. When future
teachers adopt the belief that learning a foreign language is mainly a matter of translating, they
risk limiting both their own communicative development and that of their students. In line with
Social Learning Theory, such beliefs are often reinforced by traditional classroom models, and if
left unchallenged, they may be reproduced in future teaching practices.
Even more alarming is the belief at the very bottom of the ranking: “you shouldn't say
anything in English until you can say it correctly.” Although only 37 (11.7%) future teachers
subscribe to it, its potential impact is devastating. This idea might generate a paralyzing fear of
making mistakes in their own learning process, limiting their participation and the development
of their oral skills.When these students take on the role of teachers, it's likely they will pass this
same fear on to their students. If a teacher discourages language experimentation for fear of errors,
they are creating an inhibitory learning environment where students are afraid to speak. This
completely halts the development of oral fluency, a critical skill for mastering English. The
existence of this belief, no matter how minor, highlights a critical flaw that must be addressed, as
these 37 individuals will be responsible for the education of hundreds of future students.
Finally, a multivariate analysis of variance (MANOVA) showed that semesters had a
statistically significant effect on students' overall beliefs about learning. The belief that “it is easier
to read and write in English than to speak and understand it” (F(7,309) = 4.122, p < 0.001) and
the belief that “it is easier for someone who already speaks English to learn another foreign
language” (F (7,309) = 3.628, p < 0.001) suggest that exposure to higher education in English
alters how students view different language skills and the transfer of knowledge between
languages. Moreover, the belief about the importance of an “excellent accent” (F(7,309) = 5.053,
p < 0.001) and the “Ecuadorians think it is important to speak English” (F(7,309) = 3.937, p <
0.001) also showed significant differences.
These findings could indicate that the language degree curriculum might influence the
beliefs of future teachers. As they progress in their studies, pre-service EFL teachers are exposed
to pedagogical principles and linguistic knowledge that might demystify their misconceptions.
The program seems to instill a more realistic and nuanced view of the difficulty of communicative
skills, while also fostering an understanding of the importance of intelligibility over accent
perfection. In essence, the degree might not only be teaching the language, but also reshaping the
students’ belief system, aligning it with a more professional perspective and a greater awareness
of the social relevance of English in their environment.
CONCLUSIONS
The main goal of this descriptive study was to identify pre-service EFL teachers’ beliefs in
the Ecuadorian higher education context. To gather data, the BALLI questionnaire was utilized.
Vol. 12/ Núm. 4 2025 pág. 92
Addressing the first research question, the findings reveal that pre-service EFL teachers
hold both beneficial and limiting beliefs about learning English. Among the most prominent
positive beliefs are motivation, perceived aptitude for language learning, and the opportunities
they believe learning English will provide. These beliefs can enhance their engagement and
effectiveness during teacher training. In contrast, limiting beliefs were identified, including
overemphasis on repetition, reliance on translation, and reluctance to speak until producing
perfectly correct language. Although some particular beliefs were held by a minority of
participants, they are still important because they can significantly influence these future teachers’
classroom practices and potentially perpetuate less communicative approaches.
Addressing the second research question, statistically significant changes were observed in
the participants' beliefs based on their training semester. This suggests that the beliefs of the
participants are not fixed; rather, they vary across different semesters.
The findings of this study significantly contribute to the literature on beliefs in the
Ecuadorian context and also provide an important foundation for enhancing teacher training
programs in Ecuador. By identifying both beneficial and limiting beliefs, pedagogical
interventions can be designed to help future teachers critically reflect on, evaluate, and reconstruct
their beliefs, fostering those that support communicative and effective language teaching
Because this study focused on a specific context, its results are not generalizable. Therefore,
it is suggested that this research be replicated in other institutions to determine if the results are
representative of a broader trend in the country. Furthermore, future research should qualitatively
explore the underlying causes of these beliefs and conduct longitudinal studies to observe their
evolution throughout teacher training programs.
Addressing the first research question, the findings reveal that pre-service EFL teachers
hold both beneficial and limiting beliefs about learning English. Among the most prominent
positive beliefs are motivation, perceived aptitude for language learning, and the opportunities
they believe learning English will provide. These beliefs can enhance their engagement and
effectiveness during teacher training. In contrast, limiting beliefs were identified, including
overemphasis on repetition, reliance on translation, and reluctance to speak until producing
perfectly correct language. Although some particular beliefs were held by a minority of
participants, they are still important because they can significantly influence these future teachers’
classroom practices and potentially perpetuate less communicative approaches.
Addressing the second research question, statistically significant changes were observed in
the participants' beliefs based on their training semester. This suggests that the beliefs of the
participants are not fixed; rather, they vary across different semesters.
The findings of this study significantly contribute to the literature on beliefs in the
Ecuadorian context and also provide an important foundation for enhancing teacher training
programs in Ecuador. By identifying both beneficial and limiting beliefs, pedagogical
interventions can be designed to help future teachers critically reflect on, evaluate, and reconstruct
their beliefs, fostering those that support communicative and effective language teaching
Because this study focused on a specific context, its results are not generalizable. Therefore,
it is suggested that this research be replicated in other institutions to determine if the results are
representative of a broader trend in the country. Furthermore, future research should qualitatively
explore the underlying causes of these beliefs and conduct longitudinal studies to observe their
evolution throughout teacher training programs.
Vol. 12/ Núm. 4 2025 pág. 93
REFERENCES
Abu Radwan, A. (2020). Changes in prospective teachers’ beliefs about foreign language learning
in a teacher training program. Journal of Arts and Social Sciences [JASS], 10(2), 37.
https://doi.org/10.24200/jass.vol10iss2pp37-48
Barcelos, A. M. F. (2001). Metodologia de pesquisa das crenças sobre aprendizagem de línguas:
Estado da arte. Revista Brasileira de Linguística Aplicada, 1(1), 71–92.
https://doi.org/10.1590/s1984-63982001000100005
Cimen, S. S. (2015). A comparative study on language learning beliefs of pre-service and in-
service EFL teachers. ELT Research Journal.
Ethical Guidelines for Educational Research, fourth edition (2018). (n.d.). BERA. Retrieved
August 9, 2025, from
https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018
Green, T. (1971). The activities of teaching. New York: McGraw-Hill.
Hassan, M. (2024, March 26). MANOVA (multivariate analysis of variance) - Method &
examples. Research Method.
https://researchmethod.net/manova/
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In Rubin, Joan &
Wenden, Anita (Ed.), Learner strategies in language learning (pp. 119-129). Prentice-Hall.
http://dx.doi.org/10.24200/jass.vol10iss2pp37-48
Inceçay, G. (2011). Pre-service teachers’ language learning beliefs and effects of these beliefs on
their practice teaching. Procedia-Social and Behavioral Sciences, 15, 128-133.
https://doi.org/10.1016/j.sbspro.2011.03.061
Kalaja, P. (1995a). Student beliefs (or metacognitive knowledge) about SLA reconsidered.
International Journal of Applied Linguistics, 5(2), 191–204.
https://doi.org/10.1111/j.1473-4192.1995.tb00080.x
Kuntz, P. S. (1996). Beliefs about language learning: The Horwitz model (ED 397 649).
University of Wisconsin-Madison.
McCombes, S. (2019, May 15). Descriptive research. Scribbr.
https://www.scribbr.com/methodology/descriptive-research/
Nurhalimah, N., Husna HR, N., & Hidayat, D. N. (2020a). An exploration of English teachers’
beliefs and practices of speaking assessment: Bring English teachers into focus.
International Journal of Linguistics, Literature and Culture, 6(5), 41–48.
https://doi.org/10.21744/ijllc.v6n5.990
REFERENCES
Abu Radwan, A. (2020). Changes in prospective teachers’ beliefs about foreign language learning
in a teacher training program. Journal of Arts and Social Sciences [JASS], 10(2), 37.
https://doi.org/10.24200/jass.vol10iss2pp37-48
Barcelos, A. M. F. (2001). Metodologia de pesquisa das crenças sobre aprendizagem de línguas:
Estado da arte. Revista Brasileira de Linguística Aplicada, 1(1), 71–92.
https://doi.org/10.1590/s1984-63982001000100005
Cimen, S. S. (2015). A comparative study on language learning beliefs of pre-service and in-
service EFL teachers. ELT Research Journal.
Ethical Guidelines for Educational Research, fourth edition (2018). (n.d.). BERA. Retrieved
August 9, 2025, from
https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018
Green, T. (1971). The activities of teaching. New York: McGraw-Hill.
Hassan, M. (2024, March 26). MANOVA (multivariate analysis of variance) - Method &
examples. Research Method.
https://researchmethod.net/manova/
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In Rubin, Joan &
Wenden, Anita (Ed.), Learner strategies in language learning (pp. 119-129). Prentice-Hall.
http://dx.doi.org/10.24200/jass.vol10iss2pp37-48
Inceçay, G. (2011). Pre-service teachers’ language learning beliefs and effects of these beliefs on
their practice teaching. Procedia-Social and Behavioral Sciences, 15, 128-133.
https://doi.org/10.1016/j.sbspro.2011.03.061
Kalaja, P. (1995a). Student beliefs (or metacognitive knowledge) about SLA reconsidered.
International Journal of Applied Linguistics, 5(2), 191–204.
https://doi.org/10.1111/j.1473-4192.1995.tb00080.x
Kuntz, P. S. (1996). Beliefs about language learning: The Horwitz model (ED 397 649).
University of Wisconsin-Madison.
McCombes, S. (2019, May 15). Descriptive research. Scribbr.
https://www.scribbr.com/methodology/descriptive-research/
Nurhalimah, N., Husna HR, N., & Hidayat, D. N. (2020a). An exploration of English teachers’
beliefs and practices of speaking assessment: Bring English teachers into focus.
International Journal of Linguistics, Literature and Culture, 6(5), 41–48.
https://doi.org/10.21744/ijllc.v6n5.990
Vol. 12/ Núm. 4 2025 pág. 94
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct.
Review of Educational Research, 62(3), 307–332.
https://doi.org/10.3102/00346543062003307
Pusparini, R., Widiati, U., & Susanti, A. (2021). Pre-service teachers’ beliefs about English
Language Teaching and Learning in EFL classroom: A review of literature. JEES (Journal
of English Educators Society), 6(1), 147-154. https://doi.org/10.21070/jees.v6i1.1212
Rendón-Macías, M. E., Villasís-Keever, M. Á., & Miranda-Novales, M. G. (2016). Estadística
descriptiva. Revista Alergia México, 63(4), 397–407.
https://doi.org/10.29262/ram.v63i4.230
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J.Sikula, T.J.
Buttery, & Guyton, E. (Eds.), Handbook of research in teacher education, second Edition
(pp. 102-119). Macmillan, New York
Rumjaun, A., & Narod, F. (2025). Social learning theory—Albert Bandura. In Springer Texts in
Education (pp. 65–82). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-
81351-1_5
Santos, J. C., & Luque Agulló, G. (2025) (in press). Mapping the global landscape of EFL beliefs
(2000-2023) study: a systematic review. Mikarimin.Revista Científica Multidisciplinaria.
https://doi.org/10.61154/mrcm.v11i3.3981
Santos, J. C., & Luque-Agulló, G. (2025). Beliefs and practices of Ecuadorian EFL preservice
teachers about teaching speaking skills. Profile: Issues in Teachers’ Professional
Development, 27(2), 137–153.
https://doi.org/10.15446/profile. v27n2.11683
Santos, J. C., & Veiga, V. (2022). Tertiary Ecuadorian Students’ Beliefs About Learning a
Foreign Language: A Descriptive Study. Journal of English Language Teaching and
Applied Linguistics.
https://doi.org/10.32996//jeltal.2022.4.1.2
Sathyanarayana Rao, T., Asha, M., Jagannatha Rao, K., & Vasudevaraju, P. (2009). The
biochemistry of belief. Indian Journal of Psychiatry, 51(4), 239.
https://doi.org/10.4103/0019-5545.58285
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning.
System, 23(2), 223-234.
https://doi.org/10.1016/0346-251X(95)00010-H
Victori, M. (1992). Investigating the Metacognitive Knowledge of Students of English as a
Second Language. Unpublished Masters Thesis, University of California, Los Angeles.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct.
Review of Educational Research, 62(3), 307–332.
https://doi.org/10.3102/00346543062003307
Pusparini, R., Widiati, U., & Susanti, A. (2021). Pre-service teachers’ beliefs about English
Language Teaching and Learning in EFL classroom: A review of literature. JEES (Journal
of English Educators Society), 6(1), 147-154. https://doi.org/10.21070/jees.v6i1.1212
Rendón-Macías, M. E., Villasís-Keever, M. Á., & Miranda-Novales, M. G. (2016). Estadística
descriptiva. Revista Alergia México, 63(4), 397–407.
https://doi.org/10.29262/ram.v63i4.230
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J.Sikula, T.J.
Buttery, & Guyton, E. (Eds.), Handbook of research in teacher education, second Edition
(pp. 102-119). Macmillan, New York
Rumjaun, A., & Narod, F. (2025). Social learning theory—Albert Bandura. In Springer Texts in
Education (pp. 65–82). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-
81351-1_5
Santos, J. C., & Luque Agulló, G. (2025) (in press). Mapping the global landscape of EFL beliefs
(2000-2023) study: a systematic review. Mikarimin.Revista Científica Multidisciplinaria.
https://doi.org/10.61154/mrcm.v11i3.3981
Santos, J. C., & Luque-Agulló, G. (2025). Beliefs and practices of Ecuadorian EFL preservice
teachers about teaching speaking skills. Profile: Issues in Teachers’ Professional
Development, 27(2), 137–153.
https://doi.org/10.15446/profile. v27n2.11683
Santos, J. C., & Veiga, V. (2022). Tertiary Ecuadorian Students’ Beliefs About Learning a
Foreign Language: A Descriptive Study. Journal of English Language Teaching and
Applied Linguistics.
https://doi.org/10.32996//jeltal.2022.4.1.2
Sathyanarayana Rao, T., Asha, M., Jagannatha Rao, K., & Vasudevaraju, P. (2009). The
biochemistry of belief. Indian Journal of Psychiatry, 51(4), 239.
https://doi.org/10.4103/0019-5545.58285
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning.
System, 23(2), 223-234.
https://doi.org/10.1016/0346-251X(95)00010-H
Victori, M. (1992). Investigating the Metacognitive Knowledge of Students of English as a
Second Language. Unpublished Masters Thesis, University of California, Los Angeles.
Vol. 12/ Núm. 4 2025 pág. 95
ANNEXED
Questionnaire and results
Belief 1 2 3 4 5 Mean Std.
Deviation
1. It is easier for children than for adults to
learn English.
147 116 41 12 1 1.75 .844
2. Some languages are easier than others. 83 131 67 34 2 2.18 .964
3. If I get to speak English very well, I will
have many opportunities to use it.
201 94 19 1 2 1.45 .681
4. It is important to repeat and practice a lot. 237 72 5 2 1 1.29 .561
5. I would like to learn English to better
understand its speakers.
160 117 31 6 3 1.66 .806
6. It's okay to guess if you don't know a word
in English.
21 68 105 99 24 3.12 1.041
7. Learning a foreign language is mainly a
matter of translating.
12 49 94 136 26 3.36 .967
8. I think I will eventually learn to speak
English very well.
148 136 27 5 1 1.66 .727
9. Learning a foreign language is mainly a
matter of learning many new vocabulary
words.
102 134 54 25 2 2.03 .931
10. It is easier to read and write in English
than to speak and understand it.
62 103 93 50 9 2.50 1.063
11. Women are better than men at learning
English.
19 22 146 83 47 3.37 1.015
12. It is important to speak English with an
excellent accent.
66 99 88 51 13 2.51 1.113
13.If I learn to speak English very well, I will
get a good job.
111 145 55 5 1 1.86 .774
14. You shouldn't say anything in English
until you can say it correctly.
12 25 62 147 71 3.76 1.010
15. It is easier to speak English than to
understand English.
22 65 111 106 13 3.07 .989
16. Some people are born with a special
ability that helps them learn English.
39 95 100 67 16 2.77 1.074
17. Learning English is mainly a matter of
learning many grammar rules.
49 113 87 59 9 2.58 1.048
18. It is easier for someone who already
speaks English to learn another foreign
language.
77 118 76 36 10 2.32 1.060
19. Ecuadorians think it is important to speak
English.
52 104 86 66 9 2.61 1.075
ANNEXED
Questionnaire and results
Belief 1 2 3 4 5 Mean Std.
Deviation
1. It is easier for children than for adults to
learn English.
147 116 41 12 1 1.75 .844
2. Some languages are easier than others. 83 131 67 34 2 2.18 .964
3. If I get to speak English very well, I will
have many opportunities to use it.
201 94 19 1 2 1.45 .681
4. It is important to repeat and practice a lot. 237 72 5 2 1 1.29 .561
5. I would like to learn English to better
understand its speakers.
160 117 31 6 3 1.66 .806
6. It's okay to guess if you don't know a word
in English.
21 68 105 99 24 3.12 1.041
7. Learning a foreign language is mainly a
matter of translating.
12 49 94 136 26 3.36 .967
8. I think I will eventually learn to speak
English very well.
148 136 27 5 1 1.66 .727
9. Learning a foreign language is mainly a
matter of learning many new vocabulary
words.
102 134 54 25 2 2.03 .931
10. It is easier to read and write in English
than to speak and understand it.
62 103 93 50 9 2.50 1.063
11. Women are better than men at learning
English.
19 22 146 83 47 3.37 1.015
12. It is important to speak English with an
excellent accent.
66 99 88 51 13 2.51 1.113
13.If I learn to speak English very well, I will
get a good job.
111 145 55 5 1 1.86 .774
14. You shouldn't say anything in English
until you can say it correctly.
12 25 62 147 71 3.76 1.010
15. It is easier to speak English than to
understand English.
22 65 111 106 13 3.07 .989
16. Some people are born with a special
ability that helps them learn English.
39 95 100 67 16 2.77 1.074
17. Learning English is mainly a matter of
learning many grammar rules.
49 113 87 59 9 2.58 1.048
18. It is easier for someone who already
speaks English to learn another foreign
language.
77 118 76 36 10 2.32 1.060
19. Ecuadorians think it is important to speak
English.
52 104 86 66 9 2.61 1.075
Vol. 12/ Núm. 4 2025 pág. 96
20. If I heard someone speaking in English, I
would approach them to practice the
language.
84 138 57 30 8 2.18 1.011
21. People who are good at math and science
are not good at learning English.
15 23 109 123 47 3.52 .989
22. I have an aptitude for foreign languages. 58 159 85 14 1 2.18 .790
23. It is necessary to know the Anglophone
culture to speak English.
35 104 133 41 4 2.61 .892
24. Learning English is different from
learning other school subjects.
69 156 57 32 3 2.19 .923
25. Ecuadorians are good at learning English. 17 83 160 49 8 2.84 .841
26. I feel self-conscious speaking English in
front of other people.
76 135 54 39 13 2.30 1.089
27. If you are allowed to make mistakes at
the beginning while learning English, it will
be difficult to get rid of them later.
63 93 66 77 18 2.67 1.205
28. People who speak more than one
language well are very intelligent.
69 132 84 27 5 2.26 .948
29. It is better to learn English in an English-
speaking country.
111 130 61 14 1 1.94 .864
30. Everyone can learn to speak English. 221 78 15 2 1 1.37 .637
Note:* 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree
20. If I heard someone speaking in English, I
would approach them to practice the
language.
84 138 57 30 8 2.18 1.011
21. People who are good at math and science
are not good at learning English.
15 23 109 123 47 3.52 .989
22. I have an aptitude for foreign languages. 58 159 85 14 1 2.18 .790
23. It is necessary to know the Anglophone
culture to speak English.
35 104 133 41 4 2.61 .892
24. Learning English is different from
learning other school subjects.
69 156 57 32 3 2.19 .923
25. Ecuadorians are good at learning English. 17 83 160 49 8 2.84 .841
26. I feel self-conscious speaking English in
front of other people.
76 135 54 39 13 2.30 1.089
27. If you are allowed to make mistakes at
the beginning while learning English, it will
be difficult to get rid of them later.
63 93 66 77 18 2.67 1.205
28. People who speak more than one
language well are very intelligent.
69 132 84 27 5 2.26 .948
29. It is better to learn English in an English-
speaking country.
111 130 61 14 1 1.94 .864
30. Everyone can learn to speak English. 221 78 15 2 1 1.37 .637
Note:* 1=Strongly agree; 2= Agree; 3=Neutral; 4 =Disagree; 5= Strongly disagree