• Skip to primary navigation
  • Skip to main content

site logo
The Electronic Journal for English as a Second Language
search
  • Home
  • About TESL-EJ
  • Vols. 1-15 (1994-2012)
    • Volume 1
      • Volume 1, Number 1
      • Volume 1, Number 2
      • Volume 1, Number 3
      • Volume 1, Number 4
    • Volume 2
      • Volume 2, Number 1 — March 1996
      • Volume 2, Number 2 — September 1996
      • Volume 2, Number 3 — January 1997
      • Volume 2, Number 4 — June 1997
    • Volume 3
      • Volume 3, Number 1 — November 1997
      • Volume 3, Number 2 — March 1998
      • Volume 3, Number 3 — September 1998
      • Volume 3, Number 4 — January 1999
    • Volume 4
      • Volume 4, Number 1 — July 1999
      • Volume 4, Number 2 — November 1999
      • Volume 4, Number 3 — May 2000
      • Volume 4, Number 4 — December 2000
    • Volume 5
      • Volume 5, Number 1 — April 2001
      • Volume 5, Number 2 — September 2001
      • Volume 5, Number 3 — December 2001
      • Volume 5, Number 4 — March 2002
    • Volume 6
      • Volume 6, Number 1 — June 2002
      • Volume 6, Number 2 — September 2002
      • Volume 6, Number 3 — December 2002
      • Volume 6, Number 4 — March 2003
    • Volume 7
      • Volume 7, Number 1 — June 2003
      • Volume 7, Number 2 — September 2003
      • Volume 7, Number 3 — December 2003
      • Volume 7, Number 4 — March 2004
    • Volume 8
      • Volume 8, Number 1 — June 2004
      • Volume 8, Number 2 — September 2004
      • Volume 8, Number 3 — December 2004
      • Volume 8, Number 4 — March 2005
    • Volume 9
      • Volume 9, Number 1 — June 2005
      • Volume 9, Number 2 — September 2005
      • Volume 9, Number 3 — December 2005
      • Volume 9, Number 4 — March 2006
    • Volume 10
      • Volume 10, Number 1 — June 2006
      • Volume 10, Number 2 — September 2006
      • Volume 10, Number 3 — December 2006
      • Volume 10, Number 4 — March 2007
    • Volume 11
      • Volume 11, Number 1 — June 2007
      • Volume 11, Number 2 — September 2007
      • Volume 11, Number 3 — December 2007
      • Volume 11, Number 4 — March 2008
    • Volume 12
      • Volume 12, Number 1 — June 2008
      • Volume 12, Number 2 — September 2008
      • Volume 12, Number 3 — December 2008
      • Volume 12, Number 4 — March 2009
    • Volume 13
      • Volume 13, Number 1 — June 2009
      • Volume 13, Number 2 — September 2009
      • Volume 13, Number 3 — December 2009
      • Volume 13, Number 4 — March 2010
    • Volume 14
      • Volume 14, Number 1 — June 2010
      • Volume 14, Number 2 – September 2010
      • Volume 14, Number 3 – December 2010
      • Volume 14, Number 4 – March 2011
    • Volume 15
      • Volume 15, Number 1 — June 2011
      • Volume 15, Number 2 — September 2011
      • Volume 15, Number 3 — December 2011
      • Volume 15, Number 4 — March 2012
  • Vols. 16-Current
    • Volume 16
      • Volume 16, Number 1 — June 2012
      • Volume 16, Number 2 — September 2012
      • Volume 16, Number 3 — December 2012
      • Volume 16, Number 4 – March 2013
    • Volume 17
      • Volume 17, Number 1 – May 2013
      • Volume 17, Number 2 – August 2013
      • Volume 17, Number 3 – November 2013
      • Volume 17, Number 4 – February 2014
    • Volume 18
      • Volume 18, Number 1 – May 2014
      • Volume 18, Number 2 – August 2014
      • Volume 18, Number 3 – November 2014
      • Volume 18, Number 4 – February 2015
    • Volume 19
      • Volume 19, Number 1 – May 2015
      • Volume 19, Number 2 – August 2015
      • Volume 19, Number 3 – November 2015
      • Volume 19, Number 4 – February 2016
    • Volume 20
      • Volume 20, Number 1 – May 2016
      • Volume 20, Number 2 – August 2016
      • Volume 20, Number 3 – November 2016
      • Volume 20, Number 4 – February 2017
    • Volume 21
      • Volume 21, Number 1 – May 2017
      • Volume 21, Number 2 – August 2017
      • Volume 21, Number 3 – November 2017
      • Volume 21, Number 4 – February 2018
    • Volume 22
      • Volume 22, Number 1 – May 2018
      • Volume 22, Number 2 – August 2018
      • Volume 22, Number 3 – November 2018
      • Volume 22, Number 4 – February 2019
    • Volume 23
      • Volume 23, Number 1 – May 2019
      • Volume 23, Number 2 – August 2019
      • Volume 23, Number 3 – November 2019
      • Volume 23, Number 4 – February 2020
    • Volume 24
      • Volume 24, Number 1 – May 2020
      • Volume 24, Number 2 – August 2020
      • Volume 24, Number 3 – November 2020
      • Volume 24, Number 4 – February 2021
    • Volume 25
      • Volume 25, Number 1 – May 2021
      • Volume 25, Number 2 – August 2021
      • Volume 25, Number 3 – November 2021
      • Volume 25, Number 4 – February 2022
    • Volume 26
      • Volume 26, Number 1 – May 2022
      • Volume 26, Number 2 – August 2022
      • Volume 26, Number 3 – November 2022
      • Volume 26, Number 4 – February 2023
    • Volume 27
      • Volume 27, Number 1 – May 2023
      • Volume 27, Number 2 – August 2023
      • Volume 27, Number 3 – November 2023
      • Volume 27, Number 4 – February 2024
    • Volume 28
      • Volume 28, Number 1 – May 2024
      • Volume 28, Number 2 – August 2024
      • Volume 28, Number 3 – November 2024
      • Volume 28, Number 4 – February 2025
    • Volume 29
      • Volume 29, Number 1 – May 2025
  • Books
  • How to Submit
    • Submission Info
    • Ethical Standards for Authors and Reviewers
    • TESL-EJ Style Sheet for Authors
    • TESL-EJ Tips for Authors
    • Book Review Policy
    • Media Review Policy
    • APA Style Guide
  • Editorial Board
  • Support

Appendix A

Appendix

University Teaching Beliefs Questionnaire V.1

Return to main paper

Please read the following statements carefully, and then write the number that best indicates the level of your agreement to the statement. “Teacher” means a teacher at the university level. Note: Please circle any statements or words you do not understand. Also please feel free to write comments anywhere you like.

Response Key
5 4 3 2 1
strongly agree agree do not know disagree strongly disagree
_____ 1. A good teacher has students learn by having them listen to lectures and taking notes.
_____ 2. A good teacher has students learn by having them sit quietly in class, and listening carefully.
_____ 3. A good teacher has students stand up before answering a question in class.
_____ 4. A good teacher has late students ask permission to enter the classroom.
_____ 5. A good teacher has a higher position and students should obey.
_____ 6. A good teacher will use verbal warnings to make students change their behavior.
_____ 7. A good teacher should demonstrate good knowledge of the subject being taught.
_____ 8. A good teacher has students learn in class by asking them to answer other students’ questions.
_____ 9. A good teacher has students learn in class by using their points of view to generate discussion.
_____ 10. A good teacher keeps the difficulty level of the teaching the same for students of different ability levels.
_____ 11. A good teacher has students learn in class by asking them to do role plays.
_____ 12. A good teacher is easy for students to talk to.
_____ 13. A good teacher communicates learning expectations to students clearly.
_____ 14. A good teacher shows enthusiasm for the subject being taught.
_____ 15. A good teacher gives students clear definitions for the concepts being learned in a lecture.
_____ 16. A good teacher looks at students during lectures.
_____ 17. A good teacher speaks at a moderate speed during lectures.
_____ 18. A good teacher jumps from one topic to another topic during lectures.
_____ 19. A good teacher uses graphs, diagrams, or photographs to help explain concepts.
_____ 20. A good teacher gives explanations for graphs, diagrams or photographs used in lectures.
_____ 21. A good teacher uses examples that are related to students’ experiences.
_____ 22. A good teacher chooses textbooks and research papers that are related to the concepts being taught.
_____ 23. A good teacher uses a logical progression of ideas during lectures.
_____ 24. A good teacher writes out assignment expectations for students.
_____ 25. A good teacher makes assignments that are related to the concepts being taught.
_____ 26. A good teacher will discuss a change for the due date of an assignment with a student if the student is having a family emergency.
_____ 27. A good teacher gives many small assignments, instead of a few big tests.
_____ 28. A good teacher treats students’ grades as confidential.
_____ 29. A good teacher treats all students the same.
_____ 30. A good teacher will scold students if needed.
_____ 31. A good teacher communicates to students the grading system for a course.
_____ 32. A good teacher will discuss delaying a test with a student if the student is having a family emergency.
_____ 33. A good teacher tells students in class how they ranked in a test compared to the other students.
_____ 34. A good teacher has students learn by having them memorize what the teacher says.
_____ 35. A good teacher test students only on the concepts and material learned in the course.
_____ 36. A good teacher expects students to do their own work without help from others or by copying from other materials.
_____ 37. A good teacher gives students a syllabus with details on assignment due dates and policies for late work.
Please answer these remaining questions:
38. What is your nationality? _________________________
39. What is your gender?   female  male
40. What is your age? ____________________
41. How long have been in the United States? _____________________
42. Have you been a teacher in the U.S.? yes  no
If “yes,” for how long? ____________
43. Have you been a student in the U.S.? yes  no
If “yes,” for how long? ____________
44. Have you been a teacher in your home country? yes  no
If “yes,” for how long? __________
What was your typical class size? __________
45. What is your academic major? ___________

Many thanks to you!

© 1994–2025 TESL-EJ, ISSN 1072-4303
Copyright of articles rests with the authors.