EFL Teachers’ Perceptions of Characteristics of Efficacious EFL Learners: The Issues of Gender and Teaching Experience in Focus
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Published:
Jul 20, 2021
Keywords:
efficacious learners teacher perception experienced EFL teachers novice EFL teachers gender survey
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Abstract
During the last decades, increasing attention has been devoted to the notion of self-efficacy and its impact on education. The present study sought to examine Iranian EFL (English as a Foreign Language) teachers’ perceptions of the characteristics of efficacious learners. The data were collected from 323 EFL teachers through a first-time self-prepared, validated, and piloted survey (with 100 EFL teachers similar to the main participants, with a Cronbach’s Alpha of .08). Overall, the results of the study revealed the multi-dimensional nature of EFL teachers’ perceptions with regard to EFL learners’ efficacy. First and foremost, in the preliminary step of developing the survey, the results from the exploratory factor analysis led to the emergence of five different factors concerning efficacious EFL learners, namely (1) learning self-regulation, (2) ambiguity tolerance and adaptability, (3) linguistic processing and production, (4) self-assessment and memory strategies, and (5) risk-taking and communication management. Moreover, the findings from the two-group MANOVA showed that teaching experience and gender did not have any statistically significant effect on the five constructs of teachers’ perception of efficacious learners. We would argue that in order for EFL teachers to be more successful, they need to increase their knowledge and understanding of their learners’ specific needs and requirements. Teachers need to be aware of the factors affecting the learners’ self-efficacy to be able to enhance it. It should be noted that our results provide valuable information for EFL teachers, materials developers, and syllabus designers.
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Alemi, M., Falahat, E. ., & Rezanejad, A. (2021). EFL Teachers’ Perceptions of Characteristics of Efficacious EFL Learners: The Issues of Gender and Teaching Experience in Focus. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 478–511. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253277
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Research Articles
References
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Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Human Science, 1, 164-180
Berger, J. L., Girardet, C., Vaudroz, C. & Crahay, M. (2018). Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network. SAGE Open, 8(1), 1-12.
Berkant, H. G. & Baysal, S. (2018). An analysis of the changes in pre-service teachers’ perceptions towards teacher self-Efficacy and academic self-efficacy and their relations with several variables. International Online Journal of Educational Sciences, 10(4), 164-182.
Brown, J. D. & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675.
Carroll, J. M. & Fox, A. C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7.
Choi, E. & Lee, J. (2018). EFL teachers’ self-efficacy and teaching practices. ELT Journal, 72(2), 175-186.
Choi, P. L. & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25, 767-777.
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Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Engle- wood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Human Science, 1, 164-180
Berger, J. L., Girardet, C., Vaudroz, C. & Crahay, M. (2018). Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network. SAGE Open, 8(1), 1-12.
Berkant, H. G. & Baysal, S. (2018). An analysis of the changes in pre-service teachers’ perceptions towards teacher self-Efficacy and academic self-efficacy and their relations with several variables. International Online Journal of Educational Sciences, 10(4), 164-182.
Brown, J. D. & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675.
Carroll, J. M. & Fox, A. C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7.
Choi, E. & Lee, J. (2018). EFL teachers’ self-efficacy and teaching practices. ELT Journal, 72(2), 175-186.
Choi, P. L. & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25, 767-777.
Day, C. & Gu, Q. (2010). The new lives of teachers. Routledge.
Daudelin, M. (1996). Learning from experience through reflection. Organizational Dynamics, 24(3), 36-48.
Davies, N. (1980). Language acquisition, language learning and the school curriculum. System, 8, 97-102
Dehshiri, R. (2003). The reliability and validity of EQ-I in Iran’s context. Unpublished Master’s Thesis. Allame Tabatabaee University, Tehran, Iran.
Delfino, M., Dettori, G. & Persico. D. (2010). An online course fostering self-regulation of trainee teachers. Psicothema, 22(2), 299-305.
Dembo, M. H. (2001). Learning to teach is not enough–future teachers also need to learn how to learn. Teacher Education Quarterly, 28, 23-35.
Dörnyei, Z. (2005). The Psychology of Language Learners. Lawrence Erlbaum Associates.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2004). Principles of instructed language learning. System, 33, 209-224.
Erten, I. H. & Topkaya, E. (2009). Understanding tolerance of ambiguity of EFL learners in reading classes at tertiary level. Novitas Royal, 3(1), 29-44.
Freeman, D. (2001). Second language teacher education. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press.
Gamlem, S. M., Kvinge, L. M., Smith, K. & Engelsen, K. S. (2019). Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning? Cogent Education, 16(7), 6568.
Genç, G., Kuluşaklı, E. & Aydın, S. (2016). Exploring EFL learners’ perceived self-efficacy and beliefs on English language learning. Australian Journal of Teacher Education, 41(2), 52-68.
Ghabdian, F. & Ghafournia, N. (2016). The Relationship between Iranian EFL Learners’ self- efficacy beliefs and reading comprehension ability. English Linguistics Research, 5(1), 38-50.
Ghasemboland, F. & Hashim, F. B. (2013). Teachers’ self-efficacy beliefs and their English language proficiency: A study of nonnative EFL teachers in selected language centers. Procedia - Social and Behavioral Sciences, 103, 890-899.
Ghaslani, R. (2015). The effect of self-assessment on Iranian EFL learners’ reading comprehension skill. Journal of Academic and Applied Studies, 5(3), 1-9.
Ghonsooli, B. & Ghanizadeh, A. (2011) Self-efficacy and self-regulation and their relationship among Iranian EFL teachers. Language Learning Journal, 38(2), 185-215.
Hackett, G., Betz, N. E., Casas, J. M. & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39(4), 527-538.
Hokka, P., Vahasantanen, K. & Mahlakaarto, S. (2017). Teacher educator’ collective professional agency and identity: Transforming marginality to strength. Teaching and Teacher Education, 63, 36-46.
Honicke, T., Broadbent, J. & Fuller-Tyszkiewicz, M. (2020). Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships. Higher Education Research & Development, 39(4), 689-703.
Huberman, M. (1993). The Lives of Teachers. New York: Teachers College Press.
Ipek, H. (2009). Comparing and contrasting first and second language acquisition: Implications for language teachers. English Language Teaching, 2(2), 155-163.
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. In M. Theall (Ed.), Motivation from within: Approaches for encouraging faculty and students to excel (pp. 39-47). Jossey-Bass.
Khatib, F. M. M. & Maarof, N. (2015). Self-efficacy perception of oral communication ability among English as a second language (ESL) technical students. Procedia - Social and Behavioral Sciences, 204, 98-104.
Kissau, S. (2006). Gender differences in second language motivation: An investigation of micro and macro-level influences. Canadian Journal of Applied Linguistics, 9(2), 73-96.
Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically improving instruction. Corwin Press.
Korumaz, M. & Karabiyik, B. (2014). Effects of teachers’ self-efficacy perception on computer assisted teaching perception. Procedia - Social and Behavioral Sciences, 116, 2243-2247.
Kubanyiova, M. & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. Modern Language Journal, 99, 435-449.
Lee, W. & Ng, S. (2010). Reducing student reticence through teacher interaction strategy. ELT Journal, 64(3), 302-313.
Linnenbrink, E. A. & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.
Long, M. H. & Robinson, P. (1998). Focus on form. Theory, research and practice. In C. J. Doughty and J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition, (pp. 15-41). Cambridge, UK: Cambridge University Press.
Lorsbach, A. & Jinks, J. (1999). Self-efficacy theory and learning environment research. Learning Environments Research, 2(2), 157-167.
Margolis, H. & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218-227.
McNamara, T. (2000). Language testing. Oxford University Press.
Marzban, A., Barati, H. & Moinzadeh, A. (2011). An investigation into ambiguity tolerance in Iranian senior EFL undergraduates. English Language Teaching, 5(1), 76-85.
Mayall, H. J. (2002). An exploratory/descriptive look at gender differences in technology self-efficacy and academic self-efficacy in the GlobalEd Project. (Doctoral dissertation, University Microfilms International, US). Dissertation Abstracts International Section A: Humanities & Social Sciences, 63(4), 1256-1359.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2013). Applied multivariate research: Design and interpretation. Sage Publications.
Mills, N. (2014). Self-efficacy in second language acquisition. In S. Mercer, & M. Williams (Eds.), Multiple Perspectives on the Self in SLA (pp. 6-22). Multilingual Matters.
Mills, N., Pajares, F. & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
MonshiToussi, M. T., Boori, A. & Ghanizadeh, A. (2011). The role of EFL teachers' self-regulation in effective teaching. World Journal of Education, 2(11), 2363-2371.
Namaziandost, E. & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 25(2), 1-15.
Nation, I. S. P. (2005). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 581-595). Erlbaum.
Nemati, A. (2009). Memory vocabulary learning strategies and long-term retention. International Journal of Vocational and Technical Education, 1(2), 014-024.
Nunan, D. (2004). Task-based Language Teaching. Cambridge University Press.
Ortega, L. (2009). Understanding second language acquisition. Hodder Education.
Oxford, R. L. (1990). Language learning strategies: Language learning strategies by Persian EFL learners. What every teacher should know. New bury House.
Pajares, F. (2003). Self-efficacy beliefs, motivation and achievement in writing. Reading and Writing Quarterly, 19(2), 139-158.
Partovi, N. & Tafazoli, D. (2016). On the relationship between Iranian EFL teachers’ self-regulation, self-resiliency, gender and teaching experience. IJRELT, 7-24.
Pat-El, R. J., Tillema, H. & Segers, M. (2013). Validation of assessment for learning questionnaires for teachers and students. British Journal of Educational Psychology, 83(1), 98-113.
Pintrich, P. R. & Schunk, D. H. (2002). Motivation in education: Theory, research and applications (2nd ed.). Prentice Hall Merrill.
Rahemi, J. (2007). Self-efficacy in English and Iranian senior high school students majoring in humanities. Novitas-ROYAL, 1(2), 98-111.
Rahimi, A. & Abedini, A. (2009). The interface between EFL learners’ self-efficacy concerning listening comprehension and listening proficiency. Novitas Royal, 3(1), 14-28.
Rahimi, M. & Weisi, H. (2018). Reflective practice, self-efficacy and research practice of EFL teachers: Examining possible relationships. Issues in Educational Research, 28(3), 756-780.
Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825-1853.
Safari, I., Davaribina, M. & Khoshnevis, I. (2020). Exploring EFL teachers’ self-Efficacy, reflective thinking, and job satisfaction: Structural Equation Modeling. International Journal of Foreign Language Teaching & Research, 8(31), 113-127.
Sagarra, N. & Alba, M. (2006). The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal, 90(2), 228-243.
Seidi, N. (2018). The effect of ambiguity tolerance and gender on Iranian EFL learners reading comprehension. Journal of Applied Linguistics and Language Research, 5(4), 130-139.
Schunk, D. H. & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of Achievement Motivation (pp. 15-31). San Diego, CA: Academic Press.
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