Eurasian Journal of Educational Research

Print ISSN: 1302-597X & e-ISSN: 2528-8911
Semih KAYGISIZ, Sengul S. ANAGUN, Engin KARAHAN
The Predictive Relationship between Self-Efficacy Levels of English Teachers and Language Teaching Methods
10.14689/ejer.2018.78.9

Purpose: Considering that self-efficacies of teachers can affect their educational and instructional applications, it is probable that self-efficacies of English teachers can predict the language teaching methods they employ. In this sense, the purpose of the study was to investigate the correlation between self-efficacies of English teachers and language teaching methods they employ.
Method: This study used quantitative correlational design. 367 English language teachers participated in the study. ELT Context-Specific Teacher Efficacy Instrument and Language Teaching Methods Scale were used in order to collect the data. Descriptive statistics, Pearson's Product-Moment Correlation, and path analysis were used to analyse the data.
Findings: The results indicated that English teachers’ self-efficacy levels were high and they employed Communication Oriented Teaching more. There was a statistically significant correlation between self-efficacies of English teachers and language teaching methods they employed. The findings also revealed that the self-efficacy of English teachers was a significant predictor of the language teaching methods they employed.
Implications for Research and Practice: This study found that as the self-efficacy levels of English teachers increased, they were more inclined to employ communication-oriented teaching methods. Therefore, both pre-service and in-service training should pay attention to the teachers’ self-efficacies. Self-efficacies of English teachers should be considered as something important for a desired language teaching experience.
Keywords
structural equation modelling, path analysis, foreign language teaching, English language curriculum

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2018 Issue 78

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