Building the Self-Efficacy Beliefs of English Language Learners and Teachers: New Perspectives for Research, Teaching and Learning

Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores the relationship between the self-efficacy beliefs of English language learners and teachers and provides insights into how these beliefs can be supported and researched. The book includes meta-analyses and empirical studies from various contexts, covering factors impacting language teachers' self-efficacy and examining domain-specific dimensions of English language learners' and teachers' self-efficacy beliefs.

Format: Hardback
Length: 256 pages
Publication date: 20 February 2024
Publisher: Taylor & Francis Ltd

Building the Self-Efficacy Beliefs of English Language Learners and Teachers delves into the intricate interplay between two distinct fields of research: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. Its primary objective is to broaden our understanding in both domains and foster a reciprocal relationship between them. By highlighting the interconnectedness of these two areas, this book aims to inspire fresh perspectives, guide researchers, and enhance learning, teaching, and teacher education.

Empirical evidence indicates that English language learners and teachers who possess a strong belief in their ability to accomplish a task are more likely to achieve success compared to those who doubt their capabilities. Drawing upon a profound understanding of how self-efficacy beliefs are cultivated and nurtured, this book showcases practical strategies for supporting and researching these beliefs among English language learners and teachers. By bringing together the expertise of educators and researchers from diverse contexts, including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this comprehensive volume encompasses meta-analyses primarily focused on quantitative data, as well as empirical studies employing qualitative approaches and mixed methods. These studies explore various factors that influence the development of language teachers' self-efficacy beliefs and delve into the specific dimensions of the self-efficacy beliefs of English language learners and teachers within different domains.

This rigorous and innovative volume holds immense appeal to an international readership, encompassing scholars, teachers, teacher educators, and researchers with a keen interest in language education, teacher education, TESOL, linguistics, and educational psychology. Its insights and methodologies will contribute to advancing our knowledge and practices in these fields, ultimately fostering more effective and empowering learning environments for all stakeholders.

Weight: 630g
Dimension: 229 x 152 (mm)
ISBN-13: 9781032456829