The language learning experiences and beliefs of Chinese teachers of English as a foreign language

This study explored the Language Learning Experiences (LLEs) and beliefs of six non-native speaking (NNS), English as a Foreign Language (EFL) teachers in China and looked for congruencies and inconguencies between the experiences and beliefs. Data collection involved an online questionnaire, an asynchronous focus group as well as individual online interviews over a two-month period. Interpretation of the findings relied on a grounded theory approach. Findings from both within and cross-case analyses highlighted tensions in teachers' LLEs, beliefs and in the connections between the two constructs. Four subcategories defining this core category are as follows: (1) high motivation and learner autonomy versus low confidence; (2) language experience versus lack of access to authentic materials and native-speakers; (3) communication and meaning versus grammar and accuracy; (4) personal versus national goals. The study concludes with implications for second language/EFL teaching and learning as well as for teacher education.