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Abstract
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Teachers display diverse teaching styles, employing distinct techniques even when they share similar educational backgrounds, curricula, textbooks, access to technology and information sources, and opportunities for pedagogical and professional development. As a result, each teacher's methods of instruction differ. One key factor contributing to these variations is teachers' beliefs, which influence their classroom practices. The use of various methods, resources, media, and evaluation techniques in English language instruction is largely driven by teachers' assumptions about how language should be taught and learned
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