| This study was to explore non-English speaking EFL pre-service teachers' English language learning strategies and beliefs toward EFL teaching methodologies. In addition, the relationship between these pre-service teachers' English language learning strategies and beliefs toward EFL teaching methodologies was also investigated.;Among approximately 750 pre-service teachers enrolled in the post-baccalaureate EFL teacher education programs in Taiwan, total 321 pre-service teachers participated in the research. They read and responded to a paper-and-pencil self-report Chinese questionnaire, which includes the individual background, Oxford's (1989) Strategy Inventory for Language Learning (SILL), and Beliefs toward EFL Teaching Methodologies (BETM). ANOVAs, t-tests, Pearson's correlations, and non-parametric tests were used to analyze the data.;Concerning English language learning strategies, the results indicated that these pre-service teachers used language learning strategies to learn English almost high frequently (M=3.36). Also, the results indicated pre-service teachers in the study preferred Communicative Language Teaching to the Audiolingual Method. However, these pre-service teachers would mix methodologies to help students reach communicative competence. As for the relationship between language learning strategies and teaching beliefs, the results showed that there were low correlations.;In sum, this study provided information for researchers and teacher educators to understand how non-English native speaking EFL pre-service teachers learned English, iv how they would use EFL teaching methodologies to teach their future students, and how these teachers' learning practices and teaching beliefs connected each other. |
