TEACHERS' BELIEFS VERSUS CLASSROOM PRACTICE IN ELT - BRIDGING THE COGNITIVE-BEHAVIOURAL GAP
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Avinash College of Commerce
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Abstract
Research on second language teacher cognition has repeatedly shown that English language teachers do not always teach in ways that reflect their stated beliefs about language learning. This article examines the theoretical foundations of the belief–practice gap in English Language Teaching (ELT), reviews the contextual and institutional conditions that sustain it, and considers its implications for teacher education and professional development. Drawing on the teacher cognition literature, it argues that meaningful change depends not only on reshaping teachers' beliefs but also on improving the conditions that influence everyday classroom decisions.
Keywords
Teacher cognition; English Language Teaching (ELT); belief–practice gap; teacher beliefs; classroom practices; second language teaching; professional development; teacher education; contextual factors; institutional constraints.
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PUBLICATION DETAILS
Review Type:
Double-Blind Peer Review
License:
CC BY-NC 4.0
Volume/Issue:
Volume 02, Issue 8
Review Rounds:
2
Article Type:
Research Article
Publication Date:
Aug 10 2026
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Jaju, C., G, C. & Samyuktha, M. (2026). Teachers' Beliefs Versus Classroom Practice in ELT - Bridging the Cognitive-Behavioural Gap. International Journal of Science, Strategic Management and Technology, 02(8), 1-9. https://doi.org/10.55041/ijsmt.v2i8.033
Jaju, C.Rani, et al.. "Teachers' Beliefs Versus Classroom Practice in ELT - Bridging the Cognitive-Behavioural Gap." International Journal of Science, Strategic Management and Technology, vol. 02, no. 8, 2026, pp. 1-9. doi:https://doi.org/10.55041/ijsmt.v2i8.033.
Jaju, C.Rani,Chamundeshwari G, and M. Samyuktha. "Teachers' Beliefs Versus Classroom Practice in ELT - Bridging the Cognitive-Behavioural Gap." International Journal of Science, Strategic Management and Technology 02, no. 8 (2026): 1-9. https://doi.org/https://doi.org/10.55041/ijsmt.v2i8.033.
References
Basturkmen, H. (2012). Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40(2), 282–295.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1–13.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439–452.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.
Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethods approach. The Modern Language Journal, 96(3), 380–399.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Dr. K. Naveen Kumar, From Adoption to Advantage: How Generative AI Capability Drives Integrated Business Performance in Emerging Markets. (2026). MSW Management Journal, 36(2), 647-650.
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37(3), 380–390.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1–13.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439–452.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.
Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethods approach. The Modern Language Journal, 96(3), 380–399.
- N. Kumar, “The Impact of Artificial Intelligence on Financial Decision-Making,” Journal of Information Systems Engineering & Management, vol. 10, p. 473, May 2025, doi: 10.52783/jisem.v10i47s.9307. CrossRef , Google Scholar
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Dr. K. Naveen Kumar, From Adoption to Advantage: How Generative AI Capability Drives Integrated Business Performance in Emerging Markets. (2026). MSW Management Journal, 36(2), 647-650.
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37(3), 380–390.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.
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