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Teachers’ Self-efficacy Beliefs and their English Language Proficiency: A Study of Nonnative EFL Teachers in Selected Language Centers

Authors
Journal
Procedia - Social and Behavioral Sciences
1877-0428
Publisher
Elsevier
Publication Date
Volume
103
Identifiers
DOI: 10.1016/j.sbspro.2013.10.411
Keywords
  • Self-Efficacy
  • English Language Profociency
  • English As A Foreign Language
  • Language Centre

Abstract

Abstract This study examined the efficacy beliefs of nonnative English speaking (NNES) EFL teachers in terms of personal capabilities to teach English as a Foreign Language (EFL) and their perceived English language proficiency in selected language centers in one Middle-East country. Data were collected through a survey administered to 187 teachers. A modified version of the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for classroom management, student engagement, and instructional strategies. The results showed that the teachers’ perceived efficacy was positively correlated with self-reported English proficiency.

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