scholarly journals Unpacking EFL Teacher Self-Efficacy in Livestream Teaching in the Chinese Context

2021 ◽  
Vol 12 ◽  
Author(s):  
Honggang Liu ◽  
Wenxiu Chu ◽  
Ye Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Online Teaching ◽  
High School English ◽  
Chinese Context ◽  
Face To Face ◽  
Efl Teacher ◽  
Study Results ◽  
Efl Teachers ◽  
Teacher Self Efficacy

Teacher self-efficacy has long been researched in the context of face-to-face teaching, but it has received less attention with regard to online teaching. To address this gap, the current study utilized a questionnaire adapted from Lin and Zheng as the major instrument and supplementary interviews to examine teacher self-efficacy in livestream teaching in the Chinese context. Exploratory factor analysis results from 486 senior high school English as a foreign language (EFL) teachers in China yielded a two-factor structure of teacher self-efficacy comprising instructional self-efficacy and technological self-efficacy. Across the sample, EFL teachers had moderate-to-high self-efficacy in general, and they showed higher levels of technological self-efficacy than instructional self-efficacy. The interview data also indicated a fluctuation in technological self-efficacy at the onset of livestream teaching compared to 1 month into livestream teaching. This study results offer some useful suggestions for enhancing teacher self-efficacy.

scholarly journals Reinforcing Indonesian EFL Teacher Self-Efficacy: Accomplishing the Responsibilities and Avoiding Absenteeism

2018 ◽  
Vol 10 (1) ◽  
pp. 956-965
Author(s):  
Raga Driyan Pratama ◽  
Lies Amin Lestari ◽  
Syafi’ul Anam
Keyword(s):  
Self Efficacy ◽  
Teacher Absenteeism ◽  
Theoretical Contribution ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
To Come ◽  
Teaching Responsibilities

Indonesian EFL teachers are currently facing many oppressive burdens regarding their profession. They are commanded to conduct effective English teaching as part of their pedagogical responsibility including constructing an English milieu at school. In other sides, they are required to cope with non-pedagogical tasks which are likely in a form of administrative things. Moreover, they are mandated to conduct several events and publish papers in accredited journals, of which those tasks can seize up their teaching responsibilities. Such phenomena can tragically cause the presence of teacher burnout that further shrinks their eagerness to perform better. The condition might also influence their self-willingness to commit with teacher absenteeism or even an early retirement as a result of teachers’ handling-capacity overload. Therefore, this study proposes a theoretical contribution that reinforcing teacher self-efficacy can be a penetration to make a robust teachers’ eagerness to perform better pedagogical and non-pedagogical responsibilities. This study is also supplemented with a teacher professional development model as an effort to reinforce teacher self-efficacy. Further, this study is expected to come in useful for Indonesian government to effectively hold certain programs in connection with enhancing Indonesian EFL teacher self-efficacy.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

scholarly journals THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Ümit Levent Değirmencioğlu
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Teaching Techniques ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teacher Self Efficacy ◽  
The Impact

There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

scholarly journals Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies

2016 ◽  
Vol 9 (11) ◽  
pp. 29
Author(s):  
Shiyong Jiang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Current Situation ◽  
Foreign Language Teaching ◽  
Chinese Context ◽  
English Teaching ◽  
Efl Teachers ◽  
Negotiation Mechanism

<p>Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in China, probes into negotiation mechanism in EFL classroom and provides suggestions on how to apply negotiation mechanism in EFL classroom in China.</p>

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

scholarly journals BLENDED LEARNING ENVIRONMENT: PROMOTING LEARNERS' SELF-EFFICACY

2021 ◽  
Vol 2 (1) ◽  
pp. 39
Author(s):  
Desi Puspitasari
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Self Efficacy ◽  
Virtual Learning Environment ◽  
Academic Goals ◽  
Face To Face ◽  
Teaching Learning ◽  
And Training ◽  
Pedagogical Approaches

In recent years, blended learning has been utilizing in a variety of contexts. It emerges as one of the most popular pedagogical approaches which integrate face-to-face classes with the virtual learning environment. It offers learners considerable resources and materials. Many researchers have reported on it since it thrived. It offers learners flexibility. It also gives the learners choices about when and where they learn and participate in online learning. Therefore, it is used for teaching and training worldwide since many researchers found it an effective way to be used in the teaching-learning process. It is believed to enhance learners' understanding of learning a foreign language. Some researchers also found that blended learning affects learners' self-efficacy stronger than the other instructional modes. This study employed qualitative research. It was used to determine how blended learning was applied in a class to boost learners' self-efficacy. In conclusion, the developments of technology recently encourage educators to apply a blended learning environment in the classroom. One of the important things is how it should be implemented to help the learners develop their self-efficacy and achieve their academic goals.

scholarly journals The Relationship Between Writing Anxiety and Writing Self-Efficacy of Students Learning Turkish as a Foreign Language

2021 ◽  
Vol 10 (4) ◽  
pp. 70
Author(s):  
Ahmet BAŞKAN
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Self Efficacy ◽  
Anxiety Scale ◽  
Writing Anxiety ◽  
Screening Model ◽  
Study Results ◽  
Significant Difference ◽  
Two Factors ◽  
The Relationship

The study aimed to determine the relationship between writing anxiety and writing self-efficacy of students learning Turkish as a foreign language. The study sample consisted of 247 international students at B1 and B2 levels at the Turkish Education Application and Research Center of a foundation university. The Writing Anxiety Scale for Learners of Turkish as a Foreign Language, developed by Şen and Boylu (2017), was used to determine students&rsquo; writing anxiety. There were 13 items and two factors on the scale: Action-Oriented Anxiety and Environmental Oriented Anxiety. The Writing Self-Efficacy Scale for Turkish Students who Learn Turkish was developed by B&uuml;y&uuml;kikiz (2012) to determine the students&rsquo; writing self-efficacy. This two-factor scale had 16 items and explained 56.85% of the variance. The research was designed based on the relational screening model. SPSS 21.0 package programs were used to analyze the data. The study results indicated a significant positive relationship between writing anxiety and writing self-efficacy of students who learned Turkish as a foreign language. Besides, there was no significant difference between the Turkish learners&rsquo; scores from the writing anxiety scale and their language level.

scholarly journals Online Teaching Amid COVID-19 Pandemic: Factors Affecting Teacher Satisfaction

2021 ◽  
Author(s):  
Pham Ngoc Thach ◽  
Do Quynh Huong ◽  
Tran Minh Thanh
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teacher Satisfaction ◽  
Factors Affecting ◽  
Teaching Online ◽  
Face To Face ◽  
Study Results ◽  
Regression Techniques ◽  
Almost All

The COVID-19 pandemic had a great impact on almost all aspects of life, especially in the field of education and training. In response to this challenge, most schools and universities worldwide made online courses available their students according to the policy ‘School is Out, but Class is On’. In this study, we used mixed methods approach, frequency analysis, correlationand multivariate regression techniques to explore the factors that affect lecturers satisfaction when teaching online during the period of COVID-19 pandamic at a big university in Vietnam. The ‘study results showed that the main factors affecting faculty satisfaction were their interaction with students, their skills to operate available applications, support from institutions and students’online behaviour. The results of qualitative data analysis (open-ended questions and interviews) reinforced the above findings and indicated the need to deploy blended-learning, which combines online and face-to-face modes to ensure quality of teaching.

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