EFL Literacy Teaching in Relation to Teachers' Self-Efficacy, Experience and Native Language

Autor/inn/en	Fuchs, Stephanie; Katzir, Tami; Kahn-Horwitz, Janina
Titel	EFL Literacy Teaching in Relation to Teachers' Self-Efficacy, Experience and Native Language
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 1, S.89-105, Artikel 6 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Literacy Education; Language Teachers; Teaching Methods; Self Efficacy; Foreign Countries; Correlation; Native Language; Teaching Experience; Student Attitudes; Elementary School Teachers; Teacher Attitudes; Israel + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Ausland; Korrelation; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	English as a foreign language (EFL) literacy is necessary for the career success of non-English speaking students. Many students lack adequate EFL literacy skills which may indicate a gap between EFL literacy instruction theory and practice. Teachers' self-efficacy regarding their ability to teach reading and writing, years of teaching experience, and/or native language may influence their selection of components for EFL literacy instruction. This study examines these components as they are perceived by teachers. One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires. Findings showed a weak correlation between teachers' self-efficacy and their instructional approach. Teaching experience and teachers' native language did not influence their selection of EFL literacy instructional components or their sense of self-efficacy regarding their ability to teach reading and writing. Providing theoretical knowledge in teacher education to all types of EFL teachers may lead to more effective literacy instruction. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01