scholarly journals EFL Teachers’ Self-Efficacy Beliefs, Pedagogical Success and Students’ English Achievement: A Study on Public Preparatory Schools in Bahir Dar Town, Ethiopia

2014 ◽  
Vol 3 (2) ◽  
pp. 221
Author(s):  
G Wossenie
Keyword(s):  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Bahir Dar ◽  
Preparatory Schools ◽  
Efl Teachers ◽  
English Achievement

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.

scholarly journals The Impact of Practicum on Pre-Service EFL Teachers’ Self-Efficacy Beliefs: First Step into Professionalism

2021 ◽  
Vol 9 (4) ◽  
pp. 223-235
Author(s):  
İlknur Eğinli ◽  
Mehdi Solhi
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Null Hypothesis ◽  
Efficacy Beliefs ◽  
Effect Sizes ◽  
Efl Teachers ◽  
Practicum Experience ◽  
The Impact

This study sought to investigate changes in pre-service EFL teachers’ self-efficacy beliefs before and after the practicum experience at school. The data were collected using the same 24-item teacher sense of efficacy (TSE) scale. Three null hypotheses were formulated based on the subcategories of self-efficacy in the study (i.e., self-efficacy in student engagement, self-efficacy in applying instructional strategies, and self-efficacy in classroom management). The Wilcoxonsigned rank test runs on the pre-practicum and post-practicum results suggested that the null hypothesis that practicum would not bring about any change in student engagement should be rejected. According to the second null hypothesis, there would be no significant difference between pre-service EFL teachers’ pre-practicum and post-practicum self-efficacy in applying instructional strategies. Results indicated that we should reject the second null hypothesis, too, implying that pre-service teachers’ scores in this construct have also been significantly different from each other in the pretest and the posttest. The last hypothesis of interest was if pre-service EFL teachers’ selfefficacy in classroom management changes due to practicum experience. The data gathered implies that we should reject this hypothesis, possibly in favor of the premise that our practicing pre-service EFL teachers have made positive gains in their classroom management ability. If we compare the obtained results based on the effect sizes that we have calculated for them, although all of them are strong effect sizes, we can say that the pre-service EFL teachers’ self-efficacy has improved first in classroom management (r = 0.77), second in applying instructional strategies (r = 0.71), and third in student engagement (r = 0.622). The findings of the study are discussed in the light of implications to the language teacher education programs and the development of practicum experience.

The Effect of Implicit versus Explicit Corrective Feedback on Intermediate EFL Learners' Speaking Self-efficacy Beliefs

2016 ◽  
Vol 6 (5) ◽  
pp. 1066 ◽  
Author(s):  
Hajar Shamiri ◽  
Mohammad Taghi Farvardin
Keyword(s):  
Self Efficacy ◽  
Corrective Feedback ◽  
Likert Scale ◽  
Efficacy Beliefs ◽  
Female Students ◽  
Efl Learners ◽  
Efl Teachers ◽  
Different Types ◽  
Implicit And Explicit

Although a majority of previous studies have investigated the efficacy of corrective feedback (CF) and a number of them have compared implicit and explicit CF types, there are still many variables, one of which is speaking self-efficacy, that have not been investigated along with CF. Therefore, this study aimed to compare implicit versus explicit CF to see if they affect EFL learners' speaking self-efficacy beliefs differently. To this aim, 44 intermediate EFL learners were randomly assigned to two implicit (n=22) and explicit groups (n=22). All participants were female students whose age ranged from 14 to 35. In the first session, speaking self-efficacy questionnaire (Hairuzila et al., 2011) including 23 items with choices on a 5-point Likert scale was administered to the participants. After 18 sessions of receiving two different types of CF, the same questionnaire with some changes in the order of the items was given to the participants. The results revealed that there were no significant differences between the implicit and explicit groups regarding their speaking self-efficacy beliefs. Moreover, a follow-up interview was held with 12 participants two weeks after the end of the treatment. The results of the interview showed that the participants in the implicit group had more positive beliefs towards speaking self-efficacy than the explicit group. The results have some implications for EFL learners, EFL teachers, curriculum designers and teacher trainers.

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