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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
2021-11-01
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| Series: | TEFLIN Journal |
| Online Access: | https://journal.teflin.org/index.php/journal/article/view/1559 |
| _version_ | 1797784108153176064 |
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| author | Marzieh Sadat Mirmojarabian Ehsan Rezvani |
| author_facet | Marzieh Sadat Mirmojarabian Ehsan Rezvani |
| author_sort | Marzieh Sadat Mirmojarabian |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-03-13T00:35:25Z |
| format | Article |
| id | doaj.art-e2b4e6591e914381bf605bfabe12a760 |
| institution | Directory Open Access Journal |
| issn | 0215-773X 2356-2641 |
| language | English |
| last_indexed | 2024-03-13T00:35:25Z |
| publishDate | 2021-11-01 |
| publisher | Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) |
| record_format | Article |
| series | TEFLIN Journal |
| spelling | doaj.art-e2b4e6591e914381bf605bfabe12a7602023-07-10T06:48:29ZengAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)TEFLIN Journal0215-773X2356-26412021-11-0132210.15639/teflinjournal.v32i2/267-294347EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICESMarzieh Sadat MirmojarabianEhsan RezvaniThis 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.https://journal.teflin.org/index.php/journal/article/view/1559 |
| spellingShingle | Marzieh Sadat Mirmojarabian Ehsan Rezvani EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES TEFLIN Journal |
| title | 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_short | EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES |
| title_sort | efl teachers self efficacy beliefs and their non communicative instructional practices |
| url | https://journal.teflin.org/index.php/journal/article/view/1559 |
| work_keys_str_mv | AT marziehsadatmirmojarabian eflteachersselfefficacybeliefsandtheirnoncommunicativeinstructionalpractices AT ehsanrezvani eflteachersselfefficacybeliefsandtheirnoncommunicativeinstructionalpractices |