The Effect of Proficiency on Non-Native English as a Foreign Language (EFL) Teachers' Self-Efficacy and Practice in the EFL Classroom

Autor/inn/en	Dewaele, Jean-Marc; Leung, Pearl P. Y.
Titel	The Effect of Proficiency on Non-Native English as a Foreign Language (EFL) Teachers' Self-Efficacy and Practice in the EFL Classroom
Quelle	In: IAFOR Journal of Education, 10 (2022) 1, S.11-32 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Language Proficiency; Teacher Attitudes; Teacher Motivation; Well Being; Self Efficacy; Foreign Countries; Higher Education; Elementary Secondary Education; Ukraine; Greece; Azerbaijan; Argentina; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Griechenland; Aserbaidschan; Argentinien
Abstract	The current study addresses the question whether the level of proficiency of teachers who teach a "non-native" language, English, affects their attitudes, motivation, well-being and self-reported classroom practices. This quantitative study is based on a cross-sectional research design in order to investigate the relationship between the actual English proficiency of 376 English as a Foreign Language (EFL) teachers from around the world who learned English as a foreign language and their sense of self-efficacy in the EFL classroom. Statistical analyses showed that more proficient teachers scored higher on the dimensions "Classroom practice" and "Attitudes toward students and institution". They were also more motivated and happier. Intermediate (B1-B2) teachers scored significantly lower on these measures than EFL educators with Advanced proficiency (C1-C2). No significant differences emerged between teachers at Lower advanced (C1) and Upper advanced levels (C2). An argument is made that all dependent and independent variables are connected, highly dynamic and interacting directly and indirectly, which means that causality is multi-directional. The implication is that educational authorities should organise regular in-service training to maintain and boost teachers' proficiency because investing in teachers' linguistic skills represents a long-term investment in their emotional well-being and will ultimately benefit their students. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01