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E-grāmata: Building the Self-Efficacy Beliefs of English Language Learners and Teachers: New Perspectives for Research, Teaching and Learning

Edited by , Edited by (Khalifa University, United Arab Emirates)
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Building the Self-Efficacy Beliefs of English Language Learners and Teachers: New Perspectives for Research, Teaching and LearningPalielināt
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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 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?
3. Language teachers
self-efficacy beliefs in the Turkish EFL context 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
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
6. Language teachers self-efficacy beliefs
evident in teacher-supervisor post-observation conferences in Iran
7. Support
for career-long development of LTSE beliefs: Two Chinese EFL teachers
stories of professional development
8. Growing teacher research efficacy
beliefs through Exploratory Practice: An autoethnography Part 3:
Investigating domain-specific dimensions of English language learners and
teachers self-efficacy beliefs
9. Im not a walking dictionary: Unpacking
English language teachers self-efficacy beliefs about teaching vocabulary
10. An exploratory study on teachers and learners self-efficacy beliefs in
foreign language listening in Algeria
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
12. Exploring
language self-efficacy beliefs and technology-based learning strategies in an
increasingly digitalized world Epilogue
13. Researching the self-efficacy
beliefs of language learners and teachers: The roads ahead
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.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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