Abstract

• The main purpose of this study was to investigate the teachers’ beliefs on English language teaching from the Yangon Region. And then the differences of English teachers’ beliefs by district, designation, and teaching experiences were examined. A total of 160 English teachers from the Yangon Region were selected as samples. Teachers’ Beliefs on Language Teaching (TBLT) was used as the research instrument. Concerning district, the results revealed that there was a significant difference in teachers’ beliefs on the individual differences subscale. Besides, the teachers from the north district know more thoroughly about the individual differences of students that are important for their learning than the teachers from other districts. The ANOVA result confirmed that there was a significant difference in the second language theory subscale by designation. The result revealed that the junior assistant teachers accepted more about theories of the second language than senior and primary assistant teachers on language teaching. According to experience, the results expressed that the significant differences were found on four subscales such as role and contribution of learners, error correction and assessment, grammar and the role of learners’ native language. The result proved that the beliefs of teachers who have less teaching experiences showed a lower mean score on belief than that of the teachers who have more teaching experiences on all subscales of teachers’ beliefs.