TY - JOUR
T1 - English language teachers’ self-efficacy beliefs for grammar instruction
T2 - implications for teacher educators
AU - Wyatt, Mark
AU - Dikilitaş, Kenan
N1 - Publisher Copyright:
© 2019 Association for Language Learning.
PY - 2021
Y1 - 2021
N2 - It is increasingly recognised that language teachers’ self-efficacy (LTSE) beliefs, i.e. their beliefs in their abilities to fulfil specific language teaching-related tasks that support learning, play a crucial role in filtering the way that their knowledge is transformed into action. Nevertheless, despite their importance, these beliefs remain under-researched in specific domains of language teachers’ work, including grammar instruction. Set in a Turkish university foundation programme context, this study addressed the gap, drawing on research instruments that elicited LTSE beliefs for grammar instruction, together with self-reported classroom practices and self-perceived language proficiency, while grammatical awareness was assessed. Factor analysis led to the identification of three different types of grammar teachers. Calibrating individuals onto the three factors and making use of qualitative data helped the researchers to identify positive relationships between higher LTSE beliefs, greater levels of grammatical awareness and self-reported, discovery learning, grammar instruction practices in some teachers. Implications for in-service language teacher education are discussed.
AB - It is increasingly recognised that language teachers’ self-efficacy (LTSE) beliefs, i.e. their beliefs in their abilities to fulfil specific language teaching-related tasks that support learning, play a crucial role in filtering the way that their knowledge is transformed into action. Nevertheless, despite their importance, these beliefs remain under-researched in specific domains of language teachers’ work, including grammar instruction. Set in a Turkish university foundation programme context, this study addressed the gap, drawing on research instruments that elicited LTSE beliefs for grammar instruction, together with self-reported classroom practices and self-perceived language proficiency, while grammatical awareness was assessed. Factor analysis led to the identification of three different types of grammar teachers. Calibrating individuals onto the three factors and making use of qualitative data helped the researchers to identify positive relationships between higher LTSE beliefs, greater levels of grammatical awareness and self-reported, discovery learning, grammar instruction practices in some teachers. Implications for in-service language teacher education are discussed.
KW - factor analysis
KW - grammar instruction
KW - grammatical awareness
KW - language proficiency
KW - Language teachers’ self-efficacy beliefs
UR - http://www.scopus.com/inward/record.url?scp=85086450248&partnerID=8YFLogxK
U2 - 10.1080/09571736.2019.1642943
DO - 10.1080/09571736.2019.1642943
M3 - Article
AN - SCOPUS:85086450248
SN - 0957-1736
VL - 49
SP - 541
EP - 553
JO - Language Learning Journal
JF - Language Learning Journal
IS - 5
ER -