EFL Teachers’ Self-efficacy Beliefs in Teaching Literature

By Minoo Alemi and Roya Pashmforoosh.

Published by The International Journal of Literacies

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Teachers’ self-efficacy beliefs within a foreign language context are helpful in terms of their own conceptualization of effective language teaching. While Foreign Language (FL) literature has established a modest presence in EFL classrooms, the teachers’ self-perceptions of competence in literature instruction strategies have gone rather unnoticed. The objectives of this study were to discover the impact of EFL teachers’ gender and teaching experience on their perceived capabilities as literature instructors. To this end, 61 EFL teachers completed Teacher Sense of Efficacy Scale in Literature (Mills, 2011) and background questionnaires, indicating their ability in the pedagogy of literature. The findings indicate that the mean score of teachers’ beliefs about literature ranged from moderate (M=5.6) to moderately high (M=6.7) on a 9-point Likert scale. The results suggest that moderately high subscores in the EFL teachers’ perceived efficacy were found for instructional strategies, classroom management, and student engagement in literary texts. They also reveal that literature instruction strategies received the highest ratings, higher than efficacy for management and engagement. To shed light on the teachers’ demographic characteristics, there were non-significant differences between males and females in terms of their capability in teaching literature. Regardless of years of English teaching experience, EFL teachers evaluated their teaching competence similarly to bring about desired objectives in student academic achievement. To conclude, effective teaching of literature needs to be embedded in foreign language programs. In fact, EFL teachers divide language and literature as two separate course materials. However, effective language teaching has yet to make a dent in the disconnection between language and literature instruction within EFL classrooms. An efficient EFL curriculum should bring language and literature instruction together. Accordingly, the articulation between the two may lead to fruitful outcomes.

Keywords: Teachers’ Self-efficacy, EFL Teacher Effectiveness, Literature Instruction Strategies, Classroom Management, Student Academic Achievement

The International Journal of Literacies, Volume 19, Issue 2, pp.25-36. Article: Print (Spiral Bound). Article: Electronic (PDF File; 332.286KB).

Minoo Alemi

Faculty Member, Languages and Linguistics Department, Sharif University of Technology, Tehran, Tehran, Iran (Islamic Republic of)

Dr. Minoo Alemi is a faculty member of Department of Languages and Linguistics at Sharif University of Technology. Her Ph.D. is in applied linguistics from Allameh Tabataba’i University. Her areas of interest are materials development, discourse analysis, teacher education, and interlanguage pragmatics. Moreover, she has published some articles and more than ten English textbooks for GE and ESP courses.

Roya Pashmforoosh

MA Graduate, Languages and Linguistics Department, Sharif University of Technology, Tehran, Tehran, Iran (Islamic Republic of)

Ms. Roya Pashmforoosh is an M.A. graduate in TEFL. She is teaching General English at Sharif University of Technology. Her areas of interest include interlanguage pragmatics and language assessment.