Overcoming low self-efficacy beliefs in teaching English to young learners

Abstract

Drawing on data from observations and interviews, this article presents a case study of one teacher's efforts to overcome low self-efficacy beliefs in teaching English to young learners in a Middle Eastern context. It provides insights into the growth processes involved, highlighting how the teacher drew reflectively upon her experiences to develop deeper practical knowledge and stronger self-efficacy beliefs with regard to the particular task, while supported by a constructivist teacher education programme.

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

“…Nevertheless, task-specific self-efficacy beliefs can be generalised over time (Bandura, 1977) and, as this occurs, these task-specific beliefs can contribute to the development of more robust and settled global self-efficacy (GSE) beliefs (Wyatt, 2016), which concern not so much specific strategies or techniques but broader constructs such as (in our field) managing a language class or engaging with language learners. TSE beliefs can be seen as interacting with other kinds of self-beliefs, including growth and fixed mindsets (Dweck, 2000), as highlighted by Wyatt (2013), and can be conceptualised as operating within broader motivational frameworks, such as Ryan and Deci's (2000) 'self-determination theory' (SDT). Within SDT, TSE beliefs contribute to the sense of competence that is characteristic of intrinsically-motivated teachers (Wyatt, 2015b); such teachers are also likely to experience a sense of autonomy in the way they feel they can approach their work, and to be fulfilled in having a strong sense of relatedness for their learners and teaching environments more generally (Ryan & Deci, 2000).…”

“…A plausible interpretation of this is that, in deriving considerable efficacy information through their senses (Bandura, 1986), these teachers may be more acutely conscious of their affective/physiological states, with this lowering their LTSE beliefs in the process; case study data (Wyatt, 2013) also suggest such a pattern can occur. As illustrated by Wyatt, experiencing low LTSE beliefs is not necessarily problematic, provided these beliefs are combined with a growth mindset (Dweck, 2000); high levels of emotional self-awareness combined with dissatisfaction about one's performance and the belief one can improve is a concoction that can result in spiralling growth (Wyatt, 2013). If teachers, in contrast, have a high level of emotional stability, a construct that suggests they remain calm, not easily upset, research by Navidnia (2009) suggests they may be less efficacious in engaging with their students but more efficacious in managing them.…”

“…While Karimi et al (2016) presented their findings in the form of descriptive statistics, in contrast, qualitative studies have provided 'thick description' (Geertz, 1973) of observed teaching practice related to developing practical knowledge and LTSE beliefs in specific areas (Wyatt, 2008(Wyatt, , 2010(Wyatt, , 2013(Wyatt, , 2015a. For example, focusing on how an English teacher developed in his use of group work to help low achievers, Wyatt (2010) explored growth in his LTSE beliefs in relation to developing practical knowledge with regard to "learners and learning, the curriculum, teaching techniques, the school context and his own sense of himself as a researcher of his own practice" (p. 603).…”

Teachers’ self-efficacy: progressing qualitative analysis

“…In a response to the lack of triangulation concerning the explicit qualitative identification of self-efficacy, Wyatt (2013) detailed and developed a longitudinal case study exemplifying how data from several sources -observations and interviews -might collectively inform self-efficacy judgement. Such methods, however, require refinement as on occasion Wyatt interpreted interview responses concerning past successes, rather than future beliefs, as evidence for teacher self-efficacy.…”

“…Building on the methods of Klassen and Durksen (2014) and Wyatt (2013), this paper sought to explore and present an emerging framework utilising qualitative methods.…”