Second Language Teachers’ Beliefs about The Teaching and Learning of Official Languages in Some Cameroon Secondary Schools

Lozzi Martial Meutem Kamtchueng and Roland Biya Badawe Aelyan
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Lozzi Martial Meutem Kamtchueng: University of Maroua, Cameroon
Roland Biya Badawe Aelyan: University of Maroua, Cameroon

European Journal of Language and Culture Studies, 2025, vol. 4, issue 6, 1-16

Abstract: This study investigates the beliefs of 20 second language (L2) teachers regarding the teaching and learning of official languages in Cameroonian secondary schools. Data were collected using a 34-item self-report questionnaire adapted from Horwitz’s (1987) Beliefs about Language Learning Inventory (BALLI) administered via Google Forms. The inventory covers five categories: difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies, and motivation and expectations. Data were analyzed using descriptive statistics using SPSS version 27. The findings indicate that the primary challenge to student learning is the discrepancy between the teaching methodologies and testing techniques. Furthermore, many teachers believe that familiarity with the target language’s culture and traditions (Anglo-Saxon/ French) is indispensable to effective learning. The results also highlight the importance teachers place on excellent pronunciation for learners.

Keywords: Anglophone; beliefs; francophone; second official language (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:epw:ejlang:v:4:y:2025:i:6:id:4157

DOI: 10.24018/ejlang.2025.4.6.4157

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