Voices in the Classroom: Unraveling the Impact of Teacher Beliefs on Speaking Skills
Abstract
Focusing on teacher beliefs in language instruction, this research explores their nuanced influence on speaking classes. By examining teacher reflections and students' experiences, the study reveals a multifaceted process wherein educators employ innovative techniques to foster critical thinking and active participation. The findings emphasize the transformative potential of teacher-student interactions, underscoring the importance of recognizing and leveraging these beliefs for more effective language instruction.
Keywords: Teacher belief, Speaking skill, Reflective practice, Student centered-learning
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DOI: http://dx.doi.org/10.31332/alg.v4i2.4164
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