| This study investigated the beliefs of five EFL preservice teachers at a private university in Yogyakarta, Indonesia about English language teaching based on their experiences as learners and teachers in role-play based activities. The study found beliefs about English language teaching inferred from the preservice teachers' experiences that can be categorized into beliefs about being a teacher, beliefs about lessons, and beliefs about school culture. There were several conclusions drawn from the findings. First, there was a negotiation of beliefs that can be inferred from participants' reflections on their experiences. Second, there are certain educational values that are implied in participants' reflections that might connect to their beliefs. Lastly, learning from experiences of performing in role-play and practicum might give a space for emotional experiences, which likely connect to their cognition and beliefs. |
