scholarly journals SELF-EFFICACY BELIEFS AND ATTITUDES OF EFL TEACHERS TOWARDS WEB 2.0 TOOLS

2021 ◽  
Author(s):  
Eyyup YAPRAK ◽  
Gülden TÜM
Keyword(s):  
Web 2.0 ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Web 2.0 Tools ◽  
Efl Teachers ◽  
Beliefs And Attitudes

scholarly journals An Investigation of Pre-Service EFL Teachers’ Self-Efficacy Beliefs

2019 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
ÖZGÜL BALCI ◽  
FAHRETTİN ŞANAL ◽  
SELMA DURAK ÜĞÜTEN
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
State University ◽  
Sense Of Efficacy ◽  
Multiple Comparison Test ◽  
Efl Teachers ◽  
High Level ◽  
The University

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 relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly.  It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning

TPACK ◽  
2019 ◽  
pp. 480-500
Author(s):  
Paul Parkison ◽  
Jeff A. Thomas
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Journal Article ◽  
Discussion Board ◽  
Additional Time ◽  
Web 2.0 Tools ◽  
Time Investment ◽  
University Undergraduate Students

This chapter defines Web 2.0 tools, their use in student learning, results from a study with university undergraduate students, and their implications for intentional student learning. Treatment subjects used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results are discussed for likelihood to read the assignment, amount of time spent reading, perception about being ready to discuss the material, perceived contribution to in-class work, and comprehension of the material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool and students' self-efficacy with material in their profession. This has important implications for the manner in which students interact with text and content as significant intersubjective actors in the learning process.

Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning

2018 ◽  
pp. 42-62
Author(s):  
Paul Parkison ◽  
Jeff A. Thomas
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Journal Article ◽  
Discussion Board ◽  
Additional Time ◽  
Web 2.0 Tools ◽  
Time Investment ◽  
University Undergraduate Students

This chapter defines Web 2.0 tools, their use in student learning, results from a study with university undergraduate students, and their implications for intentional student learning. Treatment subjects used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results are discussed for likelihood to read the assignment, amount of time spent reading, perception about being ready to discuss the material, perceived contribution to in-class work, and comprehension of the material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool and students' self-efficacy with material in their profession. This has important implications for the manner in which students interact with text and content as significant intersubjective actors in the learning process.

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