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In arguing for the need to understand self-efficacy beliefs, Albert Bandura (1986, p. 21) argued that “among the types of thoughts that affect action, none is more central or pervasive than people’s judgments of their capabilities to deal effectively with different realities.” Research into self-efficacy beliefs then developed in academic domains, focusing on learners and teachers in general education (Pajares, 1996; Tschannen-Moran & Woolfolk Hoy, 2001) and subsequently language education (Chacón, 2005; Mills et al., 2006). Over one hundred studies focused on language teachers’ self-efficacy (LTSE) beliefs, which can be defined as “these teachers’ beliefs in their abilities to support language learning in various task-, domain- and context-specific cognitive, metacognitive, affective and social ways” (Wyatt, 2021, p. 296), have appeared since 2005. There have been reviews of this work and books on the topic (Hoang, 2018; Thompson, 2020; Wyatt, 2018a, b; Wyatt & Faez, 2024). Studies have explored LTSE beliefs among pre-service and in-service teachers, examining issues such as how these beliefs are formed and change, impacted by different factors; how LTSE beliefs relate to language proficiency, knowledge growth, and reflective processes; how these beliefs relate to different dimensions of teachers’ work and fluctuate over time and according to context- and domain-specific task demands. This chapter reviews developments in research in LTSE beliefs (quantitative, qualitative, and mixed methods) between 2010 and 2020. It analyzes 54 journal articles that appeared in prestigious publications (ranked as either Q1 or Q2 in the Scimago Journal Rankings). The findings are organized around the distinctive geographical locations of the studies surveyed (Iran, Turkey, East Asia and Australia, the USA, Canada, Latin America, and Oman). Recommendations drawn from this analysis concern pre-service and in-service language teacher education (considering issues such as the development of emotional and verbal intelligence, and the need to build linguistic confidence, reflective skills, and teacher-researcher identity) and language policy. Recommendations offered to researchers include the need for more action-oriented research with marginalized teachers in underresourced contexts.

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Language Teachers’ Self-Efficacy Beliefs

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  • 发表日期：

    2025年

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  • Mark Wyatt

摘要

In arguing for the need to understand self-efficacy beliefs, Albert Bandura (1986, p. 21) argued that “among the types of thoughts that affect action, none is more central or pervasive than people’s judgments of their capabilities to deal effectively with different realities.” Research into self-efficacy beliefs then developed in academic domains, focusing on learners and teachers in general education (Pajares, 1996; Tschannen-Moran & Woolfolk Hoy, 2001) and subsequently language education (Chacón, 2005; Mills et al., 2006). Over one hundred studies focused on language teachers’ self-efficacy (LTSE) beliefs, which can be defined as “these teachers’ beliefs in their abilities to support language learning in various task-, domain- and context-specific cognitive, metacognitive, affective and social ways” (Wyatt, 2021, p. 296), have appeared since 2005. There have been reviews of this work and books on the topic (Hoang, 2018; Thompson, 2020; Wyatt, 2018a, b; Wyatt & Faez, 2024). Studies have explored LTSE beliefs among pre-service and in-service teachers, examining issues such as how these beliefs are formed and change, impacted by different factors; how LTSE beliefs relate to language proficiency, knowledge growth, and reflective processes; how these beliefs relate to different dimensions of teachers’ work and fluctuate over time and according to context- and domain-specific task demands. This chapter reviews developments in research in LTSE beliefs (quantitative, qualitative, and mixed methods) between 2010 and 2020. It analyzes 54 journal articles that appeared in prestigious publications (ranked as either Q1 or Q2 in the Scimago Journal Rankings). The findings are organized around the distinctive geographical locations of the studies surveyed (Iran, Turkey, East Asia and Australia, the USA, Canada, Latin America, and Oman). Recommendations drawn from this analysis concern pre-service and in-service language teacher education (considering issues such as the development of emotional and verbal intelligence, and the need to build linguistic confidence, reflective skills, and teacher-researcher identity) and language policy. Recommendations offered to researchers include the need for more action-oriented research with marginalized teachers in underresourced contexts.