Teacher’s and Students’ Beliefs on English for General Academic Purposes: The Case of Iranian University Students

  •  Masoud Kojour    
  •  Javad Heirati    


This study was framed in the sociocultural theory to look into the evolution of L2 learners’ beliefs about the general English course during a term. One hundred ninety-eight male and female university students and their general English course teacher were randomly selected as the participants of the study. Data were gathered through the administration of Horwitz’s (1988) BALLI questionnaire. Among the participants, 38 students were invited to take part in semi-structured interview sessions and fill in an open-ended questionnaire at the beginning and end of the term. Descriptive statics were applied to precisely analyze the quantitative data based on the questionnaire. In order to qualitatively analyze the data, the grounded theory methodology was utilized to code the data and find the main categories in line with the research questions of the study. Findings concluded that all the learners changed their simplistic beliefs about the general English course highlighting the attention to grammar and vocabulary. In fact, the teacher believed in teaching strategies to pave the way for the learners to comprehend the text better and apply the strategies while reading. The teacher’s meditational activity assisted the learners to evolve their simplistic beliefs and be able to benefit from reading strategies for better comprehension. Awareness-raising activities should be done in terms of teachers’ and students’ beliefs about EGAP (English for general academic purposes) to equip L2 learners with better educational environments resulting in their enjoyment of the learning process.

This work is licensed under a Creative Commons Attribution 4.0 License.