English Language Teachers' Self-Efficacy Beliefs for Grammar Instruction: Implications for Teacher Educators

Autor/inn/en	Wyatt, Mark; Dikilitas, Kenan
Titel	English Language Teachers' Self-Efficacy Beliefs for Grammar Instruction: Implications for Teacher Educators
Quelle	In: Language Learning Journal, 49 (2021) 5, S.541-553 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wyatt, Mark) ORCID (Dikilitas, Kenan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1642943
Schlagwörter	English (Second Language); Second Language Instruction; Self Efficacy; Language Teachers; Teacher Effectiveness; Grammar; Language Proficiency; Foreign Countries; College Faculty; Teacher Attitudes; High School Teachers; Teacher Educators; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Self-efficacy; Selbstwirksamkeit; Language teacher; Sprachunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Grammatik; Language skill; Language skills; Sprachkompetenz; Ausland; Fakultät; Lehrerverhalten; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Türkei
Abstract	It is increasingly recognised that language teachers' self-efficacy (LTSE) beliefs, i.e. their beliefs in their abilities to fulfil specific language teaching-related tasks that support learning, play a crucial role in filtering the way that their knowledge is transformed into action. Nevertheless, despite their importance, these beliefs remain under-researched in specific domains of language teachers' work, including grammar instruction. Set in a Turkish university foundation programme context, this study addressed the gap, drawing on research instruments that elicited LTSE beliefs for grammar instruction, together with self-reported classroom practices and self-perceived language proficiency, while grammatical awareness was assessed. Factor analysis led to the identification of three different types of grammar teachers. Calibrating individuals onto the three factors and making use of qualitative data helped the researchers to identify positive relationships between higher LTSE beliefs, greater levels of grammatical awareness and self-reported, discovery learning, grammar instruction practices in some teachers. Implications for in-service language teacher education are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01