The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy
Keywords:
beliefs, self-efficacy, motivation, pedagogy, experiences
Abstract
This research study examines teaching beliefs of English-language instructors in Japan, and how their pedagogy is influenced by those beliefs. An Interpretative Phenomenological Analysis (IPA) research design was used. Seven English-language instructors employed full-time in universities in Tokyo prefecture of Japan participated in this study. Social Cognitive Theory was used as the theoretical framework. It was observed that each instructor’s beliefs interacted in a complex manner within the higher education system in Japan, which impacted instructors’ teaching practices. This study demonstrated that language instructors’ self-efficacy (LTSE) beliefs are intrinsically related to their pedagogy. It revealed a complex relationship between what instructors think and what they may do in class. Findings of this study suggest that English Language instructors’ beliefs are key to their decision-making. In addition, the findings will provide valuable implications for ways to better understand the impact that personal beliefs of instructors have on curriculum and learning. Finally, it has implications for professional education programs for teachers and brings attention to potential research directions for scholars.References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
Bandura, A. (1995). Exercise of personal control and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (1–45). New York, NY: Cambridge University Press.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38, 9.
Bokiev, D., & Ismail, L. (2021). Malaysian ESL Teachers’ Beliefs and Practices Regarding the Use of Music and Songs in Second Language Teaching. The Qualitative Report, 26(5), 1497. https://doi.org/ 10.46743/2160-3715/2021.4350
Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9. https://doi.org/10.1177/1362168817725759
Boudouaia, A., Chrt, H., Khattala, A., Hamli, S., Belmamoune, S., Ntorukiri, T., Dou, A., & Al-Qadri, A. (2022). Learner Autonomy: Algerian EFL Teachers’ Beliefs. Education Research International, 2022, 13 pages. doi:10.1155/2022/8169853
Eghtesadi, A.R., & Jeddi, A. (2019). Teachers’ Critical Thinking and Self-efficacy as Predictors of their Pedagogical Success. International Journal of Applied Linguistics and English Literature, 8, 62.
Faez, F., Karas, M., & Uchihara, T. (2019). Connecting language proficiency to teaching ability: A meta-analysis. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168819868667
Gallagher, C. E., & Haan, J. E. (2018). University Faculty Beliefs About Emergent Multilinguals and Linguistically Responsive Instruction. TESOL Quarterly, 52(2), 304. http://www.jstor.org/stable/44986993
Garcia-Ponce, E. E., & Tagg, C. (2020). Role of EFL teachers’ beliefs in speaking practice: The case of a Mexican university. System, 95, 102376. doi:https://doi.org/10.1016/j.system.2020.102376
Graham, S. (2022). Self-efficacy and language learning – what it is and what it isn't. The Language Learning Journal. 50(2), 186-207. doi: 10.1080/09571736.2022.2045679
Harris, J. (2016). Teachers’ Beliefs about Task-Based Language Teaching in Japan. The Journal of Asia TEFL, 13(2), Summer 2016, 102. http://dx.doi.org/10.18823/asiatefl.2016.13.2.3.102
Harrison, J., & Lakin, J. (2018). Mainstream Teachers' Implicit Beliefs about English Language Learners: An Implicit Association Test Study of Teacher Beliefs. Journal of Language, Identity, and Education, 17(2), 85.
Hasnain, S. & Halder, S. (2021) Exploring the impediments for successful implementation of the task-based language teaching approach: a review of studies on teachers’ perceptions, The Language Learning Journal. doi: 10.1080/09571736.2021.1989015
Hoang, T., & Wyatt, M. (2020). Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language. System, 96. Advance online publication. https://doi.org/10.1016/j.system.2020.102422
Karim, A., Reshmin, L., Kabilan, M. K., Shahed, F. H., Rahman, M. M., & Singh, M. K. (2020). Understanding EFL teachers’ beliefs and practices in EFL classrooms: A phenomenological approach to the impact of teacher education program in Bangladesh. The Qualitative Report, 25(10), 3683. https://doi.org/10.46743/2160-3715/2020.4272
Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220. https://doi.org/10.1177/1362168818787546
Korkmazgil, S. & SeferoÄŸlu, G. (2021) Teacher professionalism: insights from Turkish teachers of English into the motives that drive and sustain their professional practices, Journal of Education for Teaching, 47(3), 366-378. doi: 10.1080/02607476.2021.1897781
McGarrigle, L., Beamish, W., & Hay, S. (2021) Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school, International Journal of Inclusive Education. doi: 10.1080/13603116.2020.1867657
Mellati, M., & Khademi, M. (2015). The relationships among sources of teacher pedagogical beliefs, teaching experiences, and student outcomes. International Journal of Applied Linguistics and English Literature, 4(2), 177.
Moodie, I. (2016). The anti-apprenticeship of observation: How negative prior language learning experience influences English language teachers’ beliefs and practices. System, 60, 29.
Polat, N., Mahalingappa, L., Hughes, E., & Karayigit, C. (2019). Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners, International Multilingual Research Journal, 13(4), 222. doi: 10.1080/19313152.2019.1597607
Shieh, J. & Reynolds, B. L. (2021). The origin and impact of an ESL teacher’s beliefs on curriculum design, Asia Pacific Journal of Education. 41(3), 574. doi: 10.1080/02188791.2020.1832043
Shi, L., Delahunty, J., & Gao, X. (2019). Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice. Null, 45(5), 774. doi:10.1080/19415257.2018.1511455
Smith, J. A., Flowers, P. & Larkin, M. (2013). Interpretative phenomenological analysis: Theory, method, and research. Thousand Oaks, CA: Sage Publications.
Smith, J. A., Nizza, I. E. (2021). Essentials of Interpretative phenomenological analysis. American Psychological Association.
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2022) Exploring the role of self-efficacy beliefs and learner success in English medium instruction, International Journal of Bilingual Education and Bilingualism. 25(1), 196. doi: 10.1080/13670050.2019.1651819
Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education. 47(1), 48. doi: 10.1080/1359866X.2018.1498062
Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781788925402
Yada, A. & Ghaleb, A.H. (2021) A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices. Educational Studies. doi: 10.1080/03055698.2021.1969646
Yough, M. (2019). Tapping the Sources of Self-Efficacy: Promoting Preservice Teachers’ Sense of Efficacy for Instructing English Language Learners. The Teacher Educator. 54(3), 206. doi: 10.1080/08878730.2018.1534031
Yuan, Rui, Chen, Yuan, & Peng, Jing. (2020). Understanding university teachers’ beliefs and practice in using English as a medium of instruction. Teaching in Higher Education, 1.
Vaisman E.E., & Kahn-Horwitz, J. (2020). English foreign language teachers’ linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction. Dyslexia, 305. https://doi.org/10.1002/dys.1608
Vattøy, K. (2020). Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2019.100828
Wach, A., & Monroy, F. (2020). Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees. Language Teaching Research, 24(6), 855–873. https://doi.org/10.1177/1362168819830422
Wyatt, M., & Dikilitaş, K. (2021) English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators. The Language Learning Journal. 49(5) 541. doi: 10.1080/09571736.2019.1642943
Wyatt, M. 2018a. Language teachers’ self-efficacy beliefs: an introduction. In Language Teacher Psychology, eds. S. Mercer and A. Kostoulas, 122–40. Bristol: Multilingual Matters, 122. http://www.multilingual-matters.com/display. asp?K=9781783099450
Wyatt, M. 2018b. Language teachers’ self-efficacy beliefs: a review of the literature (2005-2016). Australian Journal of Teacher Education 43, 1: 92(20). http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3787&context=ajte.
Wyatt, M. (2021) Research Into Second Language Learners’ and Teachers’ Selfâ€Efficacy Beliefs: Making the Connections. TESOL Quarterly 55(1), 296.
Xie, Z. & Zhang, LF. (2022) Attitudes towards inclusive education and organizational commitment: comparing three types of teachers in Chinese inclusive education schools. Asia Pacific Journal of Education, 1. https://www.tandfonline.com/doi/full/10.1080/02188791.2022.2112146
Bandura, A. (1995). Exercise of personal control and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (1–45). New York, NY: Cambridge University Press.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38, 9.
Bokiev, D., & Ismail, L. (2021). Malaysian ESL Teachers’ Beliefs and Practices Regarding the Use of Music and Songs in Second Language Teaching. The Qualitative Report, 26(5), 1497. https://doi.org/ 10.46743/2160-3715/2021.4350
Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9. https://doi.org/10.1177/1362168817725759
Boudouaia, A., Chrt, H., Khattala, A., Hamli, S., Belmamoune, S., Ntorukiri, T., Dou, A., & Al-Qadri, A. (2022). Learner Autonomy: Algerian EFL Teachers’ Beliefs. Education Research International, 2022, 13 pages. doi:10.1155/2022/8169853
Eghtesadi, A.R., & Jeddi, A. (2019). Teachers’ Critical Thinking and Self-efficacy as Predictors of their Pedagogical Success. International Journal of Applied Linguistics and English Literature, 8, 62.
Faez, F., Karas, M., & Uchihara, T. (2019). Connecting language proficiency to teaching ability: A meta-analysis. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168819868667
Gallagher, C. E., & Haan, J. E. (2018). University Faculty Beliefs About Emergent Multilinguals and Linguistically Responsive Instruction. TESOL Quarterly, 52(2), 304. http://www.jstor.org/stable/44986993
Garcia-Ponce, E. E., & Tagg, C. (2020). Role of EFL teachers’ beliefs in speaking practice: The case of a Mexican university. System, 95, 102376. doi:https://doi.org/10.1016/j.system.2020.102376
Graham, S. (2022). Self-efficacy and language learning – what it is and what it isn't. The Language Learning Journal. 50(2), 186-207. doi: 10.1080/09571736.2022.2045679
Harris, J. (2016). Teachers’ Beliefs about Task-Based Language Teaching in Japan. The Journal of Asia TEFL, 13(2), Summer 2016, 102. http://dx.doi.org/10.18823/asiatefl.2016.13.2.3.102
Harrison, J., & Lakin, J. (2018). Mainstream Teachers' Implicit Beliefs about English Language Learners: An Implicit Association Test Study of Teacher Beliefs. Journal of Language, Identity, and Education, 17(2), 85.
Hasnain, S. & Halder, S. (2021) Exploring the impediments for successful implementation of the task-based language teaching approach: a review of studies on teachers’ perceptions, The Language Learning Journal. doi: 10.1080/09571736.2021.1989015
Hoang, T., & Wyatt, M. (2020). Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language. System, 96. Advance online publication. https://doi.org/10.1016/j.system.2020.102422
Karim, A., Reshmin, L., Kabilan, M. K., Shahed, F. H., Rahman, M. M., & Singh, M. K. (2020). Understanding EFL teachers’ beliefs and practices in EFL classrooms: A phenomenological approach to the impact of teacher education program in Bangladesh. The Qualitative Report, 25(10), 3683. https://doi.org/10.46743/2160-3715/2020.4272
Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220. https://doi.org/10.1177/1362168818787546
Korkmazgil, S. & SeferoÄŸlu, G. (2021) Teacher professionalism: insights from Turkish teachers of English into the motives that drive and sustain their professional practices, Journal of Education for Teaching, 47(3), 366-378. doi: 10.1080/02607476.2021.1897781
McGarrigle, L., Beamish, W., & Hay, S. (2021) Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school, International Journal of Inclusive Education. doi: 10.1080/13603116.2020.1867657
Mellati, M., & Khademi, M. (2015). The relationships among sources of teacher pedagogical beliefs, teaching experiences, and student outcomes. International Journal of Applied Linguistics and English Literature, 4(2), 177.
Moodie, I. (2016). The anti-apprenticeship of observation: How negative prior language learning experience influences English language teachers’ beliefs and practices. System, 60, 29.
Polat, N., Mahalingappa, L., Hughes, E., & Karayigit, C. (2019). Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners, International Multilingual Research Journal, 13(4), 222. doi: 10.1080/19313152.2019.1597607
Shieh, J. & Reynolds, B. L. (2021). The origin and impact of an ESL teacher’s beliefs on curriculum design, Asia Pacific Journal of Education. 41(3), 574. doi: 10.1080/02188791.2020.1832043
Shi, L., Delahunty, J., & Gao, X. (2019). Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice. Null, 45(5), 774. doi:10.1080/19415257.2018.1511455
Smith, J. A., Flowers, P. & Larkin, M. (2013). Interpretative phenomenological analysis: Theory, method, and research. Thousand Oaks, CA: Sage Publications.
Smith, J. A., Nizza, I. E. (2021). Essentials of Interpretative phenomenological analysis. American Psychological Association.
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2022) Exploring the role of self-efficacy beliefs and learner success in English medium instruction, International Journal of Bilingual Education and Bilingualism. 25(1), 196. doi: 10.1080/13670050.2019.1651819
Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education. 47(1), 48. doi: 10.1080/1359866X.2018.1498062
Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781788925402
Yada, A. & Ghaleb, A.H. (2021) A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices. Educational Studies. doi: 10.1080/03055698.2021.1969646
Yough, M. (2019). Tapping the Sources of Self-Efficacy: Promoting Preservice Teachers’ Sense of Efficacy for Instructing English Language Learners. The Teacher Educator. 54(3), 206. doi: 10.1080/08878730.2018.1534031
Yuan, Rui, Chen, Yuan, & Peng, Jing. (2020). Understanding university teachers’ beliefs and practice in using English as a medium of instruction. Teaching in Higher Education, 1.
Vaisman E.E., & Kahn-Horwitz, J. (2020). English foreign language teachers’ linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction. Dyslexia, 305. https://doi.org/10.1002/dys.1608
Vattøy, K. (2020). Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2019.100828
Wach, A., & Monroy, F. (2020). Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees. Language Teaching Research, 24(6), 855–873. https://doi.org/10.1177/1362168819830422
Wyatt, M., & Dikilitaş, K. (2021) English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators. The Language Learning Journal. 49(5) 541. doi: 10.1080/09571736.2019.1642943
Wyatt, M. 2018a. Language teachers’ self-efficacy beliefs: an introduction. In Language Teacher Psychology, eds. S. Mercer and A. Kostoulas, 122–40. Bristol: Multilingual Matters, 122. http://www.multilingual-matters.com/display. asp?K=9781783099450
Wyatt, M. 2018b. Language teachers’ self-efficacy beliefs: a review of the literature (2005-2016). Australian Journal of Teacher Education 43, 1: 92(20). http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3787&context=ajte.
Wyatt, M. (2021) Research Into Second Language Learners’ and Teachers’ Selfâ€Efficacy Beliefs: Making the Connections. TESOL Quarterly 55(1), 296.
Xie, Z. & Zhang, LF. (2022) Attitudes towards inclusive education and organizational commitment: comparing three types of teachers in Chinese inclusive education schools. Asia Pacific Journal of Education, 1. https://www.tandfonline.com/doi/full/10.1080/02188791.2022.2112146
Published
2022-11-24
How to Cite
Hasan, Z. (2022). The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy. Indonesian Journal of EFL and Linguistics, 7(2), 215-232. https://doi.org/10.21462/ijefl.v7i2.486
Section
Articles
