On the Relationship between Teachers’ Beliefs of Vocabulary Learning Strategies and Their Classroom Practices: A Case Study

Teachers’ viewpoints regarding the different parts of language learning and teaching have an influence on the decision they make about their classroom practice, teaching decisions and learning. They will be motivated and engaged if the activities and processes in the classroom align with what they believe. The present study tries to examine the relationship between teachers' beliefs about vocabulary learning strategies and to what extent it matches the classroom practices of ESL teachers in EMU preparatory school during spring semester 22-23. Moreover, this study aims to present information about the knowledge and beliefs of teachers by focusing on their personal experience and educational degrees. Researchers have long found the relationship between teacher beliefs and actual classroom practice to be important since it has an important influence on the basic rules and practices of the classroom. Since most of L2 learners have been exposed to traditional methods of vocabulary learning, the development of vocabulary learning continues to be overlooked. A mixed-method approach was used for conducting this research, a six-point Likert scale questionnaire was used to collect the necessary data, and it was sent to 50 ESL teachers. Moreover, class observation with 10 teachers with different profiles was conducted. The results of this study highlight the importance to align teacher claims with what they really do to ensure that vocabulary education is effective. The findings have implications for teacher education efforts, professional development programs, and curriculum creation, highlighting the necessity of helping teachers in converting their beliefs into practical teaching strategies.