EFL teachers' self-efficacy and teaching practices

2020

1. PHD Candidate, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran 2. Department of English Language, Qeshm Branch,Islamic Azad University, Qeshm, Iran *Corresponding author email: [email protected] 3. Department of English Language,Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran Introduction Teachers are one of the most influential elements for the success of any educational system. Many researchers and professionals responsible for teacher development and evaluation have sought to establish criteria for assessing effective teaching (Richards, 2001). Many things can be done to create a context for good teaching, but it is teachers themselves who ultimately determine the success of a program. Good teachers can often compensate for deficiencies in the curriculum, the materials, or the resources they make use of in their teaching (Richards, 2001). Since teachers play one of the essential roles in the teaching environment, the qual...

2018

Teachers’ belief of their own competence, especially subject-matter and pedagogical, is instrumental in teaching success and failure. This selfbelief, commonly called self-efficacy, is believed to determine teachers’ effort, persistence, goal setting, and aspirations for themselves and their students. Despite playing the crucial motivational role, self-efficacy of EFL teachers has yet to receive due attention, let alone on that of teachers who have no English teaching degree. In addition, research on this self-belief mainly focuses on its link with other constructs, and few have looked into its source of information. Therefore, this study examined 1) the level of self-efficacy beliefs in English and pedagogical competence among English teachers in an Indonesian university, and 2) how the sources of information, as postulated by Bandura, related to the teachers’ English and pedagogical selfefficacy. The data were collected from Academic English teachers who did not have English teach...

2016

Research has documented that teacher self-efficacy has positive impacts on different aspects of teaching and learning. Yet, research on teacher self-efficacy in the field of teaching English as a Foreign Language (EFL) is relatively limited. Considering the powerful impacts of teacher self-efficacy on teaching and learning, it is crucial to pursue this line of research into the field of teacher education. Examining EFL teachers' self-efficacy beliefs in teaching English seems to be particularly useful in the Omani teaching context, where English is increasingly used in schools. The present study examined Omani EFL teachers' self-efficacy beliefs, its sources and factors, and the relationship between EFL self-efficacy beliefs and teachers' practices. Through using an explanatory mixed methods design, the study explored the perceived levels of Omani EFL teachers' self-efficacy for (a) engaging students, (b) classroom management, and (c) instructional strategies. In add...

Frontiers in Education, 2021

The study aimed to establish the link between teacher training and “nativeness” on teachers’ self-efficacy in teaching English as a second language. By applying a teacher’s sense of efficacy scale, we measured the self-efficacy of a total of 281 foreign teachers in Chengdu, China. We adopted MANOVA and tested the influence of “nativeness” and teachers’ training on teachers’ self-efficacy. Our analysis shows that while being a native speaker does not necessarily influence a teacher’s self-efficacy, trained teachers have higher self-efficacy than untrained teachers. Thus, the current study lends credence to the view that language proficiency should not be allied with being a language teacher. Instead, educational administrators and policymakers should focus on language teachers’ professional development rather than emphasizing the native/non-native teachers’ distinction.

Qualitative Research Journal, 2020

PurposeThis study aimed at exploring the antecedents of English as a Foreign Language (EFL) teachers' self-efficacy (SE). That is, the main purpose was to deeply delve into the main variables and latent which lead to a high sense of SE among teachers of English as a foreign language.Design/methodology/approachA phenomenological inquiry was employed to explore the antecedents of language teachers from their eyes. In this study, the phenomenon is SE antecedents. The researchers employed this method to help identify the meaning behind the human experience as it is related to a phenomenon or notable collective occurrence. A semistructured interview checklist was developed, carefully worded, reviewed by five teacher educators known as experts in qualitative research methodology and teacher education and edited based on the experts' feedbackFindingsThe findings showed that the antecedents of SE can be categorized into personal variables, educational variables and institutional var...

2023

Despite its enrichment, the literature on teacher self-efficacy lacks evidential data on the changes in both hidden and observable variables underlying this multifaceted construct. To compensate for this substantial gap, the current study compared patterns of cognition, metacognition, emotion, and behavior across three groups of Iranian EFL teachers with scant, moderate, and considerable teaching experience. 382 Iranian EFL teachers participated in the current study, filling out five well-established survey instruments targeted at measuring pedagogical knowledge, teaching reflection, motivational needs satisfaction, teaching styles use, and work engagement. The survey data were compared across the three groups based on a multivariate analysis of variance (MANOVA). According to the results, the groups differed significantly on a linear combination of the five variables. The discriminant function analysis (DFA) results showed that pedagogical knowledge and motivational needs satisfaction acted as a concordant pair and explained the heaviest load of the overall between-group differences. The significantly higher levels of pedagogical knowledge and motivational needs satisfaction among the moderately experienced teachers, compared to those of their less and more experienced counterparts, suggested that Iranian EFL teachers' sense of efficacy reaches its peak in the middle years of teaching life. The findings may provide new insights into the ways of setting English teachers of various experiential backgrounds on the road to optimum efficacy.

The following study, in the first place, attempted to examine the relationship between EFL teachers' self-efficacy and their pedagogical success in Language Institutes. In the second place, the role of teachers' years of teaching experience in their self-efficacy was investigated. Finally, the relationship between teachers' age and their

2016

Learners’ perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners’ beliefs about language learning and their sense of self-efficacy. The participants are 210 Turkish EFL undergraduate students whose major is English. The subjects were questioned about their beliefs and self-efficacy as English language learners. The data gathered were analysed quantitatively. The findings demonstrated that EFL students have medium scores in their English self-efficacy and hold the strong belief that motivation factors have a great role on their learning process. Moreover, student’s beliefs about language learning are affected by their English selfefficacy. It is recommended that teachers and teacher trainers enhance students’ self-efficacy and help students hold correct beliefs about foreign langu...

International Journal of Modern Education Studies

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics. Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had...

2015

Teacher self-efficacy has been identified as an important characteristic of teachers that can positively influence both teacher and student outcomes. The relationship between teachers' self-efficacy and their linguistic proficiency, however, is yet to be investigated. The present study was an attempt to examine the rather under-researched issue of teachers' level of linguistic competence in their efficacy perceptions. For this purpose, 50 teachers from different universities in Iran with varying demographic characteristics took part in the study. Respondents were asked to provide answers to the Teacher Efficacy Scale (TES) and the perceived linguistic proficiency self-rating. The results of statistical analysis using Spearman correlation and Regression analysis demonstrated a significant relationship between teachers' self-efficacy and their level of proficiency. The results of regression, too, confirmed the predictability of the level of the proficiency of the self-efficacy beliefs of teachers in their classroom practices. The findings are discussed in relation to previous research and implications are provided for future investigations.