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Addressing the impact of teachers' self-efficacy beliefs on the integration of ELF-aware practices

Research papers in language teaching and learning, 2024-02, Vol.14 (1), p.97-111

2024. This work is published under https://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;EISSN: 1792-1244

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  • Title:
    Addressing the impact of teachers' self-efficacy beliefs on the integration of ELF-aware practices
  • Author: Sougari, Areti-Maria ; Malea, Athina
  • Subjects: Beliefs ; Communication ; English as a second language instruction ; English as a second language teaching methods ; English as an international language ; English language ; English teachers ; Second language teachers ; Teacher attitudes ; Teachers
  • Is Part Of: Research papers in language teaching and learning, 2024-02, Vol.14 (1), p.97-111
  • Description: The rise of English as a lingua franca (ELF), a means of communication between people who do not share the same mother tongue, has prompted a shift from traditional teaching to ELF-aware teaching. For teachers to act as potential agents of change, their self-efficacy beliefs become a determining variable for the successful implementation of change in class. This paper aims to address the role that teachers' self-efficacy beliefs play in determining their decision-making to adopt ELF-aware teaching practices. A total of 951 Greek teachers of English responded to a questionnaire whose purpose was twofold: (i) to check if English as a foreign language (EFL) teachers incorporate practices that are compatible with the ELF perspective, and (ii) to uncover if higher-level self-efficacy beliefs on classroom management, student engagement, and instructional strategies would entice them to adopt ELF-aware practices in their classes. With the help of statistical tools, we found 10 items that form an ELF index, a unidimensional scale that is associated with ELF-aware teaching approaches. Our analysis shows that higher levels of teachers' self-efficacy are indeed associated with higher values on the ELF index. However, it seems that significant variations emerge when emphasis is placed on the extent to which each of the three dimensions of self-efficacy affects the ELF index. This finding bears implications for the steps needed to be taken towards enhancing teachers' self-efficacy beliefs that would lead to the implementation of ELF-aware teaching approaches in their EFL classes.
  • Publisher: Patras: Hellenic Open University
  • Language: English
  • Identifier: EISSN: 1792-1244
  • Source: ProQuest Central
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