Abstract

Zeleke Teshome Lucha

ABSTRACT

This paper provides review of an article that report on longitudinal study that deals with the impact of ELT program on Students -teachers’ belief. The aim of the review is to provide a critical summary of the contents of the article. Accordingly, each section of the article was summarized and critically analyzed. The implication of the study for the reviewers own context was then coined. The abstract of the article introduced the objective of the study well. It addressed that the study attempted to track possible changes in the student-teachers beliefs about language teaching and learning and analyze the impact of an ELT pre-service program. It also provided the methodology asserting that interview was conducted with 49 student teachers and the data were processed through a mixed-method design. However, details of the sampling technique, tools, procedures as well as the analysis techniques that lead to the findings were not provided in a way that sets a synopsis of the study. The results that various changes on the students-teachers believe development occurred due to the different program and that the practicum seems to have a higher impact was also provided. Yet the expression used to show various change is very generic and exaggerated. On the other hand, the researcher provided what he has already achieved as a major finding with hedge, “practicum seems to have a higher impact on the development of the beliefs about language learning and teaching.” Similarly, the expression of the contribution of the study is expressed with hedge,” this may be interpreted as a less significant study”.