An Exploration of Thai ESP Teachers' Self-Efficacy and Sources Concerning Course Development and Instruction

Autor/inn/en	Khakhai, Kanokpoj; Taylor, Pimsiri
Titel	An Exploration of Thai ESP Teachers' Self-Efficacy and Sources Concerning Course Development and Instruction
Quelle	In: English Language Teaching, 15 (2022) 9, S.54-68 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English for Special Purposes; Language Teachers; Second Language Learning; Second Language Instruction; Self Efficacy; Teacher Attitudes; Mastery Learning; Teaching Methods; Educational Background; Educational Policy; Context Effect; Persuasive Discourse; Pedagogical Content Knowledge; Teacher Collaboration; Communities of Practice; Universities; Foreign Countries; Undergraduate Students; Thailand + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Vorbildung; Politics of education; Bildungspolitik; Persuasion; Persuasive Kommunikation; Pädagogische Kompetenz; Lehrerkooperation; Community; University; Universität; Ausland
Abstract	Challenges of English for specific purposes (ESP) course development and instruction have still been reported in a number of studies. They could affect ESP teachers' belief and confidence in their ability to do such tasks. This qualitative case study explores the development of self-efficacy, along with source information concerning challenges in course development and instruction. The study case took place in a Thai university's institution where eight ESP teachers participated in this exploration. Through multiple interview sessions, they revealed source information and different ways to develop self-efficacy. Findings included that cognitive and enactive mastery experience were the most influential sources derived from their educational background and success in implementing pedagogical elements in their actual practices. Vicarious experience and verbal persuasion appeared to be scant due to the underlying contextual factors related to the institutional policies explored in the case. Physiological and emotional states proved to be less influential and acted as supplementary sources of influence. The current study also highlights the influence of contextual factors' shaping sources of self-efficacy and the development. Indeed, the lack of collaborative practices diminished vicarious experience and verbal persuasion so that individual teachers relied on their knowledge and experience as mastery experience to be efficacious. Research implications focus on policies where collaborative culture development is included. A suggested plan is to employ professional learning communities (PLC) to develop internal collaboration (e.g., sharing knowledge and practices to improve self-efficacy sources and development). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01