English Language Teachers’ Self-Efficacy & Self-Awareness and Their Students’ Achievement

Abstract

Teachers in general and language teachers in particular are believed to have a crucial role in the success or failure of each educational system.. Among the many characteristics of teachers, this study aimed to examine the relationship between the self -efficacy (SE) and self -awareness(SA) language teachers (female=77, M=70) and their students' achievement in intermediate and advanced levels. The participants answered a 29-item SE and SA questionnaire which was developed for the purposes of this study. The instrument consists of four constructs, i. e. self -awareness, classroom management, instructional strategy and student engagement. The result showed (1) positive and moderate correlation coefficients between the constructs of the instrument, (2) no significant difference between the SE and SA of male and female teachers, (3) a significant difference between the learners' achievement with different levels of language ability and their teachers' self -awareness, instructional strategy and student engagement, (4) self-efficacy is a better predictor of learners achievement than self awareness. In the light of the findings of this study, teacher educators are suggested to make language teachers familiar with the issues related to SA and SE.



Author Information
Maria Shobeiry, University of Auckland, New Zealand

Paper Information
Conference: ACLL2013
Stream: Language Learning

This paper is part of the ACLL2013 Conference Proceedings (View)
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To cite this article:
Shobeiry M. (2013) English Language Teachers’ Self-Efficacy & Self-Awareness and Their Students’ Achievement ISSN: 2186-4691 – The Asian Conference on Language Learning 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-4691.20130091
To link to this article: https://doi.org/10.22492/2186-4691.20130091


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