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OverviewBuilding 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. Full Product DetailsAuthor: Mark Wyatt (Khalifa University, United Arab Emirates) , Farahnaz FaezPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.630kg ISBN: 9781032456829ISBN 10: 1032456825 Pages: 256 Publication Date: 20 February 2024 Audience: College/higher education , Tertiary & Higher Education Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents1. 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. “I’m 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 aheadReviewsAuthor InformationMark 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. Tab Content 6Author Website:Countries AvailableAll regions |
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