STUDENTS’ BELIEFS ABOUT TEACHING AND LEARNING ENGLISH IN A LANGUAGE PROGRAM

Abstract

The study aims at reporting the results of a research that analyzes students’ beliefs as they are enrolled in a language program, in the context of teaching and learning the English Language. The research is qualitative (Creswell, 2013), and the theoretical assumptions that underlie the study are based mainly on: Barcelos (1995), (2004), (2006), (2015), and Aragão (2005). The results indicate the difficulties learners have as they face the learning of a language as a personal investment in which they have to overcome challenges along the way. More specifically, the research reveals that students lack the notion of learners’ autonomy and relate their success of learning the target language to the teacher.