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Beliefs play an important role in driving the actions. Teachers’ beliefs about English language learning strategies and their preference of English teaching strategies is almost an unexplored area in Pakistani context. This study was designed to investigate teachers’ beliefs about English language learning strategies and their preferred English language teaching strategies at secondary school level. Four hundred and thirty-four secondary school teachers participated in the study. A questionnaire was developed by adapting scales from two widely used instruments BALLI (Beliefs about Language Learning Inventory) and TPSQ (Teachers’ Preferred Strategy Questionnaire). Various statistical techniques i.e. descriptive statistics, independent sample t-test, and ANOVA were used to analyse the data The results showed significant relationships between teachers’ beliefs about English language learning strategies and their preferred English language teaching strategies. No significant gender differences were revealed in the beliefs as well as their preferred English language teaching strategies.
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