Despite voluminous studies into teachers’ cognition and the role of teachers’ beliefs in their practices, not many studies have addressed the impact of teachers’ epistemological beliefs (EB, beliefs about the source of knowledge) on their teaching styles. In this study, a mixed design research method was adopted to show English language teachers’ epistemological beliefs, teaching styles and possible relationships between EB and teaching styles. To do this, a sample of 200 EFL teachers participated in the quantitative phase of the study to fill out the teaching style inventory (Grasha, Teaching with style, 2002) and epistemological beliefs scale (Chan and Elliott, Teaching and Teacher Education 20:817–831, 2004). In qualitative phase, 20 participants of this sample volunteered to attend the semi-structured interviews. Both quantitative and qualitative analyses indicated that facilitator style is the dominant style of teaching and learners should not assume teachers as mere source of knowledge and should use different resources to learn the language. Regression analyses and interview results showed that EFL teachers teaching style is informed by their EB. Implication and limitation of the research were discussed in detail in the paper.

尽管对教师的认知和教师的信念在其实践中的作用进行了大量研究，但很少有研究针对教师的认识论信念（EB，关于知识源的信念）对其教学风格的影响。在这项研究中，采用了一种混合设计研究方法来显示英语教师的认识论信念，教学风格以及电子教学与教学风格之间的可能关系。为此，有200名EFL教师参加了研究的定量阶段，以填写教学风格清单（Grasha，具有风格的教学，2002年）和认识论信念量表（Chan和Elliott，教学和教师教育20：817） –831，2004年。在定性阶段，该样本的20名参与者自愿参加了半结构化访谈。定量和定性分析均表明，辅导员风格是教学的主导风格，学习者不应将教师视为单纯的知识来源，而应使用不同的资源来学习语言。回归分析和访谈结果表明，英语教师的教学风格受其英语能力的影响。本文对研究的意义和局限性进行了详细讨论。