Exploring Prospective EFL Teachers' Perceived Self-efficacy and Beliefs on English Language Learning

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dc.authoridGenç, Gülten/0000-0002-2472-4041;
dc.authorwosidGenç, Gülten/W-3879-2018
dc.authorwosidKuluşaklı, Emine/ABG-3853-2021
dc.contributor.authorGenc, Gulten
dc.contributor.authorKulusakli, Emine
dc.contributor.authorAydin, Savas
dc.date.accessioned2024-08-04T20:41:36Z
dc.date.available2024-08-04T20:41:36Z
dc.date.issued2016
dc.departmentİnönü Üniversitesien_US
dc.description.abstractLearners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The participants are 210 Turkish EFL undergraduate students whose major is English. The subjects were questioned about their beliefs and self-efficacy as English language learners. The data gathered were analysed quantitatively. The findings demonstrated that EFL students have medium scores in their English self-efficacy and hold the strong belief that motivation factors have a great role on their learning process. Moreover, student's beliefs about language learning are affected by their English self-efficacy. It is recommended that teachers and teacher trainers enhance students' self-efficacy and help students hold correct beliefs about foreign language learning to motivate them. It is expected that the findings of the study will shed light on the relationship between EFL learners' beliefs and self-efficacy and provide guidelines for teachers to help their students become aware of and to evaluate their own beliefs in language learning and English self-efficacy during the teaching of a foreign language.en_US
dc.identifier.doi10.14221/ajte.2016v41n2.4
dc.identifier.endpage68en_US
dc.identifier.issn1835-517X
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-84960389646en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage53en_US
dc.identifier.urihttps://doi.org/10.14221/ajte.2016v41n2.4
dc.identifier.urihttps://hdl.handle.net/11616/97219
dc.identifier.volume41en_US
dc.identifier.wosWOS:000386112800004en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEdith Cowan Univen_US
dc.relation.ispartofAustralian Journal of Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subject[No Keywords]en_US
dc.titleExploring Prospective EFL Teachers' Perceived Self-efficacy and Beliefs on English Language Learningen_US
dc.typeArticleen_US

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