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, S., Katzir, T., & Kahn-Horwitz, J. (2021). EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language. Australian Journal of Teacher Education, 46(1). https://doi.org/10.14221/ajte.202v46n1.6