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.