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　　5.2 Limitations of the study
　　Although researcher used both quantitative and qualitative methods in the present study,there were still some limitations in the study.First of all, the sample size and range of the participants are relatively small. They are fromjust three newly-built-colleges in the same province. Besides, the teachers involved in qualitativeresearch are from one college. Due to this cause, it is not enough for broad statistical analysis.Secondly, teaching is a complicated process and difficult to be studied. During classobservations and post-observed interviews, researcher’s subjective factors are inevitable. We maypay more attention on the behaviors and results we expected. Although we observed the class asnon-participants, it would affect upon both teachers and learners. They may act differently fromtheir daily classes. Based on some reasons, teachers may not describe their beliefs exhaustivelyand thoroughly.Thirdly, the questionnaire about teachers’ beliefs was designed on the basis of BALLI(Horwitz, 1985) and TBQ (Zhu Yuanyu, 2003), and questionnaire for teachers’ practice wasdesigned by the author on the basis of Allen’s (2002) English teaching practice investigation.More studies involving large number of participants in different foreign language instructionalcontexts are needed to do test on the reliability and validity of the questionnaires.

　　
　　5.3 Suggestions for future researches
　　For future research, first, a larger size and broader range of sample is needed and variousparticipants should be involved. More interviewees are welcomed to participate in the research.Second, for qualitative study, longer period on observation and interview will ensure moreaccurate results which can be closer to the reality.Thirdly, learners participants are welcomed to involved in the investigation. They may reportteachers’ classroom practice.Fourthly, based on the study, the correlation between teachers’ beliefs and practices onlearners is quit weak. This can be a topic for future researches.

　　
　　5.4 Implications for people involving in EFL education
　　According to the major findings, the pedagogical implication will be worked out to providesome suggestions for people involving in EFL education.1) for managers on teachers’ trainingPre-service trainings are essential for new undergraduates in new-built-colleges. They shouldbe trained not only on how to teach but also on how to adapt to changes of teaching context.Teachers’ trainers had to help teachers understand how to facing complicated teaching context andpracticing pedagogical theories in the restricted context successfully.2) for researchers on teachingThere are branching views on the relationship between teachers’ beliefs and their classroompractice in the present academic community. Researchers have to study on this issue underdifferent teaching contexts in order to get more precise understanding about this relationship. InChina, researches on teachers’ beliefs are still in the starting stage, many subjects are needed toexplore by researchers. Researchers in China can emphasize on what factors making formationand development of teachers’ beliefs under Chinese teaching context and what factors restrictingimprovement of teaching quality in China.3) for EFL teachersEFL teachers should reflect their beliefs and classroom practice regularly based on theinconsistencies between the two. As Z本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。