English language teaching
Masoomeh Estaji; Saeedeh Fassihi
Volume 8, Issue 18 , December 2016, , Pages 65-86
Abstract
This study sought to examine the relationship between the use of formative assessment strategies and the Iranian EFL teachers’ sense of self-efficacy. Moreover, this study investigated the relationships and interactions between the EFL teachers’ use of formative assessment strategies, their ...
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This study sought to examine the relationship between the use of formative assessment strategies and the Iranian EFL teachers’ sense of self-efficacy. Moreover, this study investigated the relationships and interactions between the EFL teachers’ use of formative assessment strategies, their gender, level of experience, and sense of self-efficacy. This is a descriptive ex post facto design study which employed a three-part questionnaire, including demographic information, teachers’ formative assessment strategies, and teachers’ sense of self-efficacy. In order to collect data, sixty-one EFL teachers, including thirty-one female and thirty male participants who were selected through convenience sampling, completed the questionnaire. Multiple statistical strategies were employed to analyze the research questions of the study. The findings of Pearson’s and Spearman Rho correlation indicated that the EFL teachers’ use of formative assessment strategies was positively correlated with their sense of self-efficacy. However, the results of eta correlation coefficients revealed that there was no statistically significant relationship between the teachers’ implementation of formative assessment strategies and two other variables of gender and level of experience. Finally, the results of a three way factorial Analysis of Variance (ANOVA) evinced that there was no statistically significant interaction between the teachers’ use of formative assessment strategies, teachers’ sense of self-efficacy, their gender, and level of experience. Therefore, when the teachers become more aware of the ways to implement formative assessment strategies to inform instruction, their sense of self-efficacy can increase. This study has some implications in language testing, English pedagogy, and syllabus design and materials development.
Elaheh Sotoudehnama; Maryam Fakhari
Volume 8, Issue 17 , July 2016, , Pages 115-146
Abstract
The importance of professional development programs in enhancing teacher self-efficacy has attracted the attention of researchers in the realm of teacher education for two decades. However, the role of university programs and their curriculum in developing teachers’ self-efficacy has not been given ...
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The importance of professional development programs in enhancing teacher self-efficacy has attracted the attention of researchers in the realm of teacher education for two decades. However, the role of university programs and their curriculum in developing teachers’ self-efficacy has not been given adequate attention, specifically in educating EFL teachers. This study investigated the impact of MA TEFL curriculum on student teachers’ self-efficacy. To control the influence of experience, the self-efficacy of experienced students in teaching and novice ones was examined as well. To this end, 277 MA TEFL students from the seven major state universities of Tehran participated in this project. The results indicated that MA TEFL courses did not significantly affect teacher self-efficacy of MA TEFL students. However, a significant difference was found between novice teachers and experienced ones in terms of their self-efficacy and its subcomponents. Also, the findings of the semi-structured interviews revealed unlike the novice ones who were more interested in practicum, the experienced ones were in favor of both theoretical and practical courses. Despite this difference, some similarities were found, specifically in efficacy for classroom management and instructional strategies.
