English as a foreign language teachers' self-efficacy as a determinant of correspondence between their professed orientations toward reading and their reading instructional practices

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

“…While I have begun to map out the issues, examining selected studies set in second and foreign language but not first language contexts (Wyatt, 2018), a fuller synthesis of LTSE beliefs research seems needed. This is evident in the light of some recent studies, such as Karimi et al (2016). These researchers focus on self-efficacy beliefs in teaching reading in English as a second language, and so are clearly working within the developing domain-specific field of LTSE beliefs research.…”

“…There are also the studies noted above (for example Wyatt, 2008;Karimi et al, 2016) that have accessed classroom practices directly through observation. One might nevertheless question how authentic the lessons observed in Karimi et al (2016) were, since the teaching material had been chosen by the researchers, who had also stipulated the size of the classes to be taught.…”

“…Several of the studies referred to above (for example Wyatt, 2008;Karimi et al, 2016) explored LTSE beliefs in relation to teacher cognition. All 115 studies, whether quantitative, qualitative or mixed methods, have examined LTSE beliefs in relation to other factors, such as knowledge and beliefs.…”

“…One might nevertheless question how authentic the lessons observed in Karimi et al (2016) were, since the teaching material had been chosen by the researchers, who had also stipulated the size of the classes to be taught. However, these observations, and the stimulated recall sessions following them, did allow the researchers to explore the teachers' orientations towards teaching reading, specifically whether they adopted a more traditional text-based approach (involving a high proportion of teacher talk) or a more student-centred competence-based approach (which relates quite closely to CLT in general), and relate these findings to self-reported LTSE beliefs (which had been elicited through the TSES).…”

“…They observed 20 Turkish English language teachers, before and after a professional development programme, exploring changes in beliefs and practices. Meanwhile, Karimi et al (2016) video-recorded reading lessons taught by 22 different Iranian private school English teachers (to specially constituted groups of 10-12 students); each lesson utilised the same two carefully chosen reading passages that had been identified as suitable for intermediate students. Video-stimulated recall sessions then helped the researchers identify which theoretical approaches to teaching reading, text-based or competence-based (Lau, 2007), seemed to underpin the teachers' work, and they used this information to assess whether teachers who reported differing levels of LTSE beliefs supported reading skills development in different ways.…”