EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES
This study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) c...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/e2b4e6591e914381bf605bfabe12a760 |
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| Sumario: | This study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) communicative instructional practices. The participants of the study were 48 EFL teachers in Iranian language institutes. A survey questionnaire, semi-structured interviews, and classroom observations were administered to collect the data needed. The results demonstrated that teachers regarded themselves as high-efficacious, and there was a moderate positive relationship between TSEBs in terms of the three sub-efficacies and communicative instructional practices. TSEBs towards instructional strategies had the highest contribution to explaining communicative practice, which was also confirmed by the interview results. The data from observations indicated that TSEBs were not realized regarding instructional strategies, but student engagement and classroom management strategies were reflected in teachers’ instructions. |
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