Influence Of English Language Teachers’ Beliefs Upon Their Learner-centered Instruction-a Case Study Of Junior Middle School Teachers In Handan，Hebei Province

The curriculum innovation has been implemented in many countries worldwide,which involves a shift from the teacher-dominated to a more learner-centeredinstruction in order to meet international challenges at the turn of the century. In theeducational innovation, teachers’ beliefs play a pivotal role, which have recently comeinto favor in English language teaching. A review of the research literature revealsthat there is a lack of research on secondary school English language teachers’ beliefsin regard to newly promoted learner-centered instruction (LCI) required by Englishcurriculum innovation. From the perspective of teacher cognition, the study providesvaluable insights for promoting teacher development activities through probing intotheir beliefs and the implementation of LCI.The study explores the three junior middle school English language teachers’beliefs and their learner-centered instruction in Handan, Hebei Province and examinesthe factors affecting their beliefs and LCI. By adopting qualitative study, interviews,classroom observations and documents triangulate the findings. It is concluded thatthe three informants’ pedagogical beliefs are roughly the same; they implement LCI todifferent degrees in their practices owing to various factors; factors influencing theirbeliefs and LCI are external ones, such as top-down national and local curriculuminnovation, teacher education programs, examination system and school culture, aswell as internal ones, such as learning experience, teaching experience and personality.The findings indicate the positive aspect of English language teachers in curriculuminnovation. It should be taken into consideration how to optimize the use of Englishlanguage teachers’ beliefs in teacher education programs for in-service teachers aswell as pre-service teachers. Classroom research-oriented programs involvingmultilateral cooperation should be promoted for promoting curriculum innovation andteacher development.