A Multivariable examination of the relationships between efl instructors’ self-efficacy beliefs and motivation in higher education

Download
2019
Taşçı, Çağla
This study aimed to investigate the overall beliefs of EFL instructors regarding motivation beliefs about both intrinsic and extrinsic dimensions and self-efficacy beliefs with its dimensions of classroom management, instructional strategies and student engagement efficacy. Secondly, the relationship among them was investigated at EFL higher education context.Two instruments were used for the study. The first instrument used as the data collection instrument is a questionnaire to measure motivation beliefs created by the researcher considering the motivation literature and expert opinions. The second instrument used is the short English version of Teachers’ Sense of Efficacy Scale. The results indicate that teachers’ overall motivation and self-efficacy beliefs were both high. According to the results, both intrinsic motivation and extrinsic motivation are high. Instructors’ motivation beliefs significantly correlate with their self-efficacy beliefs. As for self-efficacy, total self-efficacy and other dimensions are quiet high but the student v engagement is lower than the other categories. As for the relationship between motivation and self-efficacy beliefs, there is a significant correlation between them. The analyses indicate that EFL instructor’s instructional strategies and student engagement beliefs associate with intrinsic motivation beliefs. Their years of experience and instructional strategies beliefs predict extrinsic motivation beliefs. The results of the study in terms of the relationship between instrinsic and extrinsic motivation variables and self-efficacy and motivation variables can be used for increasing both self-efficacy and motivation of instructors, and beneficial for instructors, administrators and curriculum developers in the field of ELT.

Suggestions

A comparison of efl teachers’ perceptions of language learning strategies (llss) and learners’ reported use of llss in their english language classes
Şen, Hülya; Daloğlu, Ayşegül; Department of English Language Teaching (2009)
This study aims to find out teachers’ and learners’ perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers’ use of strategy instruction at Başkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students’ reported use of LLSs to increase our awareness of students’ strategy use and needs so that...
Linking EFL learning environment characteristics to persistence in EFL learning: a mixed-design study
Mutlu, Gülçin; Güneri, Oya; Department of Educational Sciences (2017)
This study aims to investigate learning environment characteristics that may relate to persistence in EFL learning as a student affective outcome through qualitative and quantitative facets. An EFL Learning Environment Questionnaire and a Persistence Scale in EFL learning were used to investigate learning environment characteristics and persistence. In addition, qualitative interviews were carried out to describe these characteristics and persistence in EFL learning. The sample for this mixed-design study i...
An investigation of the effectiveness of theme based syllabus on the motivation of freshman students at Atılım University
Can, Seçkin; Daloğlu, Ayşegül; Department of English Language Teaching (2009)
This research investigates whether students’ motivation improves when thematic syllabus is employed in the classroom. This is the first time a theme-based integrated skills syllabus is employed at Atılım University Departmental English Language Studies Unit. With the outcome of the questionnaires conducted by the administration, it was realized that content is an important motivating factor and employing a theme-based syllabus can have a positive effect on students’ motivation. For this research, firstly an...
The Perceptions of pre-service ELT teachers on different modes of peer feedback and its relation to teacher efficacy /
İnce, Burtay Hatice; Aksu, Meral; Department of Curriculum and Instruction (2016)
The purpose of this study was to find out the perceptions of pre-service ELT teachers on different modes of feedback (i.e. written and oral peer feedback) and its relation to teacher efficacy. For this reason, a mixed-method design was used in order to answer different research questions. EFL Teacher Efficacy Scale (ETES) was used in order to find out efficacy levels of pre-service teachers before and after they were given different modes of peer feedback. E-journals and semi-structure group interviews were...
Emotion regulation goals and strategies of instructors of english: a phenomenological study at a foundation university in Turkey
Arığa, Merve; Daloğlu, Ayşegül; Department of English Language Teaching (2017)
This study aims to explore what goals and beliefs Turkish instructors of English in a foundation university have for their emotion regulation and what cognitive and behavioral strategies they use to regulate their positive or negative emotions through their conscious and deliberate efforts. Designed as a phenomenology, this study also seeks to gain an understanding of these instructors’ emotion expressions, experiences and regulation processes before class, during class and after class. Besides, this study ...
Citation Formats
Ç. Taşçı, “A Multivariable examination of the relationships between efl instructors’ self-efficacy beliefs and motivation in higher education,” Ph.D. - Doctoral Program, Middle East Technical University, 2019.