Australian Journal of Teacher Education
EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
English as a foreign language (EFL) literacy is necessary for the career success of non-English speaking students. Many students lack adequate EFL literacy skills which may indicate a gap between EFL literacy instruction theory and practice. Teachers’ self-efficacy regarding their ability to teach reading and writing, years of teaching experience, and/or native language may influence their selection of components for EFL literacy instruction. This study examines these components as they are perceived by teachers. One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires. Findings showed a weak correlation between teachers’ self-efficacy and their instructional approach. Teaching experience and teachers’ native language did not influence their selection of EFL literacy instructional components or their sense of self-efficacy regarding their ability to teach reading and writing. Providing theoretical knowledge in teacher education to all types of EFL teachers may lead to more effective literacy instruction.
Fuchs, Stephanie; Katzir, Tami; and Kahn-Horwitz, Janina
"EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language,"
Australian Journal of Teacher Education: Vol. 46
, Article 6.
Available at: https://ro.ecu.edu.au/ajte/vol46/iss1/6
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons