Pre- and In-service EFL Teachers’ Sense of Efficacy and Teaching Concerns
Journal of Language Education and Research, May 6, 2015
This study examined pre- and in-service English as a foreign Language (EFL) teachers’ sense of ef... more This study examined pre- and in-service English as a foreign Language (EFL) teachers’ sense of efficacy and teaching concerns and also the relationships within and between their concern and efficacy subscale scores. Two instruments, the Teachers’ Sense of Efficacy Scale (TSES) and the Teaching Concerns Checklist (TCC), were used. First, while in-service EFL teachers were found to be more self-efficacious, pre-service EFL teachers were observed to have higher concern levels. Second, both pre- and in-service EFL teachers’ sense of efficacy and teaching concern scores indicated a positively strong relationship within both concern and efficacy subscale scores. This relationship suggests that an increase or a decrease in one efficacy or concern subdimension affects the other efficacy or teaching concern subdimensions. Third, between TCC and TSES subscale scores, a negatively moderate correlation was observed for both groups of teachers, which suggests that high confidence in one’s ability to teach is negatively correlated with teaching concerns.
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Papers by Demet Yayli
cannot decide what to read without help. This study had a mixed design in which quantitative and
qualitative approaches were used to find out expository text underlining skills of 107 university
students from two departments with respect to department and gender. After the underlining skill
test, an interview was given to 20 students from the two departments. Quantitative research
showed that foreign language competence significantly contributed to the test scores, but not
gender. Findings from the quantitative research were theme-coded and transferred into tables for
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reviewers of their own texts and of providing their instructor with a means of better understanding their
descriptions and explanations for the design of their texts. However, although annotation writing has appeared in
the literature as a pedagogical tool, the studies systematically examining learners’ self annotation writing
practices are scant. This study, therefore, aims to gain insights into the benefits of self-annotation writing
embedded in genre-based writing activities of a group of EFL learners. The participants’ literacy narratives, self
annotation excerpts and their post-instruction views on self-annotation writing were qualitatively analyzed. The
findings indicated several benefits of annotation writing, corroborating some previous studies. It is suggested that
training learners to articulate their intentions in annotations should be prioritized so that self annotation might
work properly as a tool for awareness-raising and learner autonomy.
cannot decide what to read without help. This study had a mixed design in which quantitative and
qualitative approaches were used to find out expository text underlining skills of 107 university
students from two departments with respect to department and gender. After the underlining skill
test, an interview was given to 20 students from the two departments. Quantitative research
showed that foreign language competence significantly contributed to the test scores, but not
gender. Findings from the quantitative research were theme-coded and transferred into tables for
20 participants.
reviewers of their own texts and of providing their instructor with a means of better understanding their
descriptions and explanations for the design of their texts. However, although annotation writing has appeared in
the literature as a pedagogical tool, the studies systematically examining learners’ self annotation writing
practices are scant. This study, therefore, aims to gain insights into the benefits of self-annotation writing
embedded in genre-based writing activities of a group of EFL learners. The participants’ literacy narratives, self
annotation excerpts and their post-instruction views on self-annotation writing were qualitatively analyzed. The
findings indicated several benefits of annotation writing, corroborating some previous studies. It is suggested that
training learners to articulate their intentions in annotations should be prioritized so that self annotation might
work properly as a tool for awareness-raising and learner autonomy.