Survey data of English teachers' beliefs about second language instruction in Chile

Masatoshi Sato, Juan Carlos Oyanedel

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


The data derives from a survey collected from 543 school-level teachers of English in Chile. The survey was originally distributed to 5435 teachers. The survey was developed with an aim of exploring teachers’ beliefs about how second language grammar should be taught. The survey consisted of 50 items in total, in four sections: (a) background information (10 items), (b) beliefs regarding L2 learning and teaching (9 items), (c) beliefs regarding grammar instruction (23 items), and (d) classroom realities (8 items). Except for the background information section, the items took the form of a 6-point Likert scale. The entire dataset is included in an Excel file (.xlsx). The entire questionnaire is included as a supplementary file. The data is connected to the theoretical models proposed in [1]. In [1], those models were proposed based on descriptive statistics (e.g., agreement/disagreement rates) and focus-group interview data. Subsequently, in the current paper, the data was submitted to structural equation modelling to explain the theoretical models. Then, the data is visually depicted with figures created via AMOS.

Original languageEnglish
Article number104702
JournalData in Brief
Publication statusPublished - Dec 2019


  • Apprenticeship of observation
  • Corrective feedback
  • Grammar instruction
  • Instructed second language acquisition
  • Peer interaction
  • Teachers' beliefs

ASJC Scopus subject areas

  • General


Dive into the research topics of 'Survey data of English teachers' beliefs about second language instruction in Chile'. Together they form a unique fingerprint.

Cite this