Akademik Veri Yönetim Sistemi
Building the Self-Efficacy Beliefs of English Language Learners and Teachers: New Perspectives for Research, Teaching and Learning, Wyatt Mark; Faez Farahnaz, Editör, Routledge, London/New York , New York, ss.44-64, 2024
Research into language teachers’ self-efficacy (LTSE) beliefs has gained momentum only in the past two decades, although teacher efficacy has been researched extensively in mainstream education for longer. Considering the notable contribution of the studies conducted in the Turkish English as a foreign language context to this new body of literature and the limited research reviewing those studies, this chapter provides a research synthesis of 76 studies conducted in Türkiye between 2007 and 2021 to explore the accumulated knowledge here concerning LTSE beliefs. The chapter discusses the major findings of 15 years of research conducted in this context, considering the samples, methodological approaches, and major research themes. The research synthesis furthers current understandings of LTSE beliefs by evidencing their complex and domain-specific nature as well as their interdependence with various other factors and non-linear developmental trajectories. Based on the results, the chapter finally provides some implications for language learning and teaching. The chapter highlights the importance of carefully evaluating and refining language teacher education programmes, and encouraging teachers to conduct action research in classrooms and participate in professional development programmes involving continuous mentor and peer feedback to advance their efficacy beliefs.