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Autor/inn/en | Fuchs, Stephanie; Katzir, Tami; Kahn-Horwitz, Janina |
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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 |
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 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 |