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Abstract The study of teachers and students’ perceptions of second language acquisition (SLA) and teaching began in earnest with Horwitz’s seminal research during the 1980s. Numerous studies into both teachers and learners’ belief systems have since then been conducted by researchers and educators (Bell, 2005; Borg & Burns, 2008; Brown, 2009; Davis, 2003; Horwitz, 1987, 1988; Lasagabaster &
