Teacher perspectives on language learning psychology

Christina Gkonou, Sarah Mercer, Mark Daubney

    Research output: Contribution to journalArticlepeer-review

    4 Citations (Scopus)


    Research into the psychology of language learning has grown exponentially in the last decade, yet, teacher perspectives on the field have been surprisingly absent from this body of research. The present study was designed to address this gap. Drawing on a survey with 311 foreign language teachers working at different school levels in 3 European countries, and on individual, semi-structured interviews with 11 teachers, the study focuses on the psychological aspects of language learning which teachers felt were particularly important in their own settings. In particular, teachers’ beliefs, experiences and teaching strategies were explored. The data also revealed strong interconnections between language learning psychology constructs, differences across contexts, and a perceived link between learner and teacher psychology.

    Original languageEnglish
    Pages (from-to)501-513
    Number of pages13
    JournalLanguage Learning Journal
    Issue number4
    Publication statusPublished - 8 Aug 2018


    • Beliefs
    • Language learning psychology
    • Practices
    • Teacher psychology
    • Teachers


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