1st Edition
Building the Self-Efficacy Beliefs of English Language Learners and Teachers New Perspectives for Research, Teaching and Learning
Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education.
Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers’ self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers.
This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.
1. 1. Building English language learners’ and teachers’ self-efficacy beliefs (Mark Wyatt and Farahnaz Faez)
Part 1: Synthesizing the literature to expand understanding of language teachers’ self-efficacy beliefs
2. Language teacher self-efficacy surveys: What have we learned? Where are we going? (Michael Karas, Takumi Uchihara, and Farahnaz Faez)
3. Language teachers’ self-efficacy beliefs in the Turkish EFL context (Funda Ölmez-Çağlar)
Part 2: Exploring factors impacting the development of English language teachers’ self-efficacy beliefs
4. The formation of pre-service language teachers’ self-efficacy beliefs: A case study (Zarina Markova)
5. Novice EFL teachers’ self-efficacy beliefs in the first year: an insight into the impact of task-, domain-, and context-specific factors upon perceptions of efficacy (Natalie Donohue)
6. Language teachers’ self-efficacy beliefs evident in teacher-supervisor post-observation conferences in Iran (Zia Tajeddin and Fereshteh Tadayon)
7. Support for career-long development of LTSE beliefs: Two Chinese EFL teachers’ stories of professional development (Ronggan Zhang and Judith Hanks)
8. Growing teacher research efficacy beliefs through Exploratory Practice: An autoethnography (Chris Banister)
Part 3: Investigating domain-specific dimensions of English language learners’ and teachers’ self-efficacy beliefs
9. “I’m not a walking dictionary”: Unpacking English language teachers’ self-efficacy beliefs about teaching vocabulary (Ben Naismith and Leo Selivan)
10. An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria (Keltoum Mansouri, Suzanne Graham, and Naomi Flynn)
11. Changes in the academic writing self-efficacy beliefs of students in transition from high school to an English medium instruction university programme in Japan (Oliver Hadingham and Gene Thompson)
12. Exploring language self-efficacy beliefs and technology-based learning strategies in an increasingly digitalized world (Nalan Şan and Derin Atay)
Epilogue
13. Researching the self-efficacy beliefs of language learners and teachers: The roads ahead (Farahnaz Faez and Mark Wyatt)
Biography
Mark Wyatt recently retired as Associate Professor of English at Khalifa University, United Arab Emirates.
Farahnaz Faez is Professor in the Faculty of Education at The University of Western Ontario, Canada.
