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

Wyatt, Mark

doi:10.14221/ajte.2018v43n4.6

Cited by 45 publications

(49 citation statements)

References 55 publications

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“…Such pressure might contribute to cognitive disharmony in teachers. While such cognitive disharmony can spur the positive change characteristically sought in teacher education (Golombek, 2015), unfortunately another potential outcome is that it may be a cause of downwardly spiraling self-efficacy beliefs in unsupported in-service teachers (Wyatt, 2018). Our perspective is that, while the relationships are always likely to be highly complex (Bastürkmen, 2012), relative harmony between beliefs about L2 learner motivation and motivational practices seems likely to support psychological well-being in self-determined teachers (Deci & Ryan, 1985).…”

Section: Introductionmentioning

confidence: 89%

English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

Yang

Wyatt

2021

10.14746/ssllt

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While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.

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Section: Introductionmentioning

confidence: 89%

English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

Yang

Wyatt

2021

10.14746/ssllt

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“…Por lo anterior, el estudio de la autoeficacia en los procesos de escritura es un campo muy relevante y que puede aportar considerablemente al debate sobre los procesos de formación de competencias de escritura a nivel de pregrado (McCarthy et al, 1985;Shell et al, 1989;Zimmerman y Bandura, 1994;Shell et al,1995;Pajares y Valiante, 2006;Pajares et al, 1999;Pajares et al, 2001;Pajares, 2003Pajares, , 2007Wyatt, 2018). Diversos autores han estudiado la autoeficacia en los procesos de escritura, entre quienes cabe destacar a McCarthy et al (1985), quienes fueron pioneros en establecer la relación entre estos dos constructos.…”

Section: Autoeficacia Y Escritura Académicaunclassified

Medición de la Autoeficacia para la Escritura Académica. Una Revisión Teórico-Bibliográfica

2019

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Autora a quien debe ser dirigida la correspondencia. ResumenSe realiza una revisión de investigaciones publicadas en la literatura nacional e internacional sobre autoeficacia asociada a la competencia para la escritura académica. En especial se analizan aquellas donde se utilizan instrumentos estandarizados de medición para analizar las características principales de esos instrumentos y las conclusiones de los estudios. Se desarrolla un estudio teórico-bibliográfico, cuya muestra quedó constituida por 16 artículos que cumplieron con los criterios de inclusión establecidos. Los resultados centrales indican que el idioma predominante de los instrumentos es el inglés y que los estudios se desarrollan principalmente en Estados Unidos. En Latinoamérica, prácticamente no existen investigaciones sobre el tema. Además, el 62,5% de los estudios no cumplen con los actuales estándares para la validación de instrumentos. En conclusión, se requiere estudiar de forma más rigurosa la relación entre la autoeficacia para la producción de textos académicos y el desempeño objetivo de los estudiantes en este ámbito, especialmente, considerando textos propios de disciplinas altamente especializadas.Palabras clave: autoeficacia; escritura académica; instrumentos de percepción de autoeficacia; validación de instrumentos; autoeficacia y escritura académica. AbstractA review of investigations published in the open national and international literature on self-efficacy associated with the performance of academic writing. Especial consideration is given to those in which standardized measuring instruments are used, for analyzing the main characteristics of such instruments and the conclusions of the corresponding studies. A theoretical-bibliographic research, whose sample consisted of 16 articles that met the inclusion criteria, was developed. The main results show that the English language predominates in the instruments, and that the studies are mainly conducted in the United States. In Latin America practically there is no research published on the subject. In addition, 62.5% of the investigations does not meet the current standards for instrument validation. In conclusion, it is required to conduct more rigorous research on the relationship between self-efficacy for the production of academic texts and the performance of students in this area, especially considering texts of highly specialized disciplines. INTRODUCCIÓNLa escritura es, o debería ser, una actividad central en el currículum universitario, puesto que saber escribir no solo se relaciona con la capacidad de comunicarse adecuadamente, sino que involucra también el desarrollo conjunto de una serie de destrezas cognitivas. Asimismo, la competencia para comunicarse por escrito de manera pertinente a los requerimientos de cada profesión no es fácil de alcanzar y, además, no siempre se enseña de manera explícita durante la formación de pregrado. El logro gradual de esta habilidad se relaciona también con el incremento del logro en las otras materias del currículum de pregrado y co...

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“…The role of emotions in language learning and teaching has gained importance in the last decades through studies aiming to understand the role played by emotions in learning to teach (Golombek & Doran, 2014), teachers' burn out (Vaezi & Fallah, 2011), selfefficacy (Wyatt, 2018), and language learning motivation (Méndez López, 2016a), among other variables.…”

Section: Introductionmentioning

confidence: 99%

Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

López

2020

Profile: Issues Teach. Prof. Dev.

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This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

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

Cited by 45 publications

References 55 publications

English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

Medición de la Autoeficacia para la Escritura Académica. Una Revisión Teórico-Bibliográfica

Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

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