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:	Marzieh Sadat Mirmojarabian, Ehsan Rezvani
Formato:	article
Lenguaje:	EN
Publicado:	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) 2021
Materias:	Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/e2b4e6591e914381bf605bfabe12a760
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spelling	oai:doaj.org-article:e2b4e6591e914381bf605bfabe12a7602021-11-24T16:32:51ZEFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES0215-773X2356-264110.15639/teflinjournal.v32i2/267-294https://doaj.org/article/e2b4e6591e914381bf605bfabe12a7602021-11-01T00:00:00Zhttp://journal.teflin.org/index.php/journal/article/view/1559https://doaj.org/toc/0215-773Xhttps://doaj.org/toc/2356-2641This 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.Marzieh Sadat MirmojarabianEhsan RezvaniAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)articleLanguage and LiteraturePPhilology. LinguisticsP1-1091ENTEFLIN Journal, Vol 32, Iss 2, Pp 267-294 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Language and Literature P Philology. Linguistics P1-1091
spellingShingle	Language and Literature P Philology. Linguistics P1-1091 Marzieh Sadat Mirmojarabian Ehsan Rezvani EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES
description	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.
format	article
author	Marzieh Sadat Mirmojarabian Ehsan Rezvani
author_facet	Marzieh Sadat Mirmojarabian Ehsan Rezvani
author_sort	Marzieh Sadat Mirmojarabian
title	EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES
title_short	EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES
title_full	EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES
title_fullStr	EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES
title_full_unstemmed	EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES
title_sort	efl teachers’ self-efficacy beliefs and their (non)-communicative instructional practices
publisher	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
publishDate	2021
url	https://doaj.org/article/e2b4e6591e914381bf605bfabe12a760
work_keys_str_mv	AT marziehsadatmirmojarabian eflteachersselfefficacybeliefsandtheirnoncommunicativeinstructionalpractices AT ehsanrezvani eflteachersselfefficacybeliefsandtheirnoncommunicativeinstructionalpractices
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EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES

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