Examining Chinese Vocational Language Teachers´ Beliefs: A Survey Study

Teacherspsila beliefs would influence their attitudes and behaviors toward classroom teaching and learning. This study focuses on examining Chinese vocational language teacherspsila beliefs in order to identify their roles and behaviors in language education. 33 English teachers from 24 vocational schools in Guangdong province, China, who joined in a three-month training program, participated in a questionnaire survey and 20 of them took part in a focus group interview for examining their beliefs in language teaching and learning. The findings have been presented through three categories: teacherspsila beliefs about English, teacherspsila beliefs about teaching and teacherspsila beliefs about learning. The results reveal that Chinese vocational language teacherspsila beliefs are not ideal and need to be improved. A professional development program should be designed for this sake.