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:: Volume 18, Issue 1 (4-2015) ::
IJAL 2015, 18(1): 29-64 Back to browse issues page
An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General Purpose (EGP) Instruction
Abstract:   (2243 Views)
While teachers’ confidence in their abilities is a crucial asset in teachers’ professionalism and their identity development, their efficacy doubts are also considered useful. Given the diversity of English Language Teaching (ELT) contexts, this paper probes the dynamic nature of efficacy doubts the teachers face and are expected to resolve in English for General Purposes (EGP) and English for Specific Academic Purposes (ESAP) instruction. To this end, based on the existing theoretical frameworks in EGP and ESAP methodology and interviews with 25 university English teachers, two questionnaires were developed and administered to 170 Iranian EGP and ESAP university instructors. The results of factor analysis confirmed five factors underlying ESAP teachers’ teaching efficacy doubts and four factors for EGP teachers’ teaching efficacy doubts. The results may promise implications for ESAP and EGP teacher education programs teacher educators may address the common efficacy doubts identified in this study and expose the current in-service and future ESAP and EGP teachers to the typical factors which may potentially hamper their efficacy and help them resolve their efficacy doubts as a means towards professional development.
Keywords: Efficacy doubts, Teacher education, ESAP and EGP instruction, Teacher development and reform
Full-Text [PDF 740 kb]   (1383 Downloads)    
Type of Study: Research |
Accepted: 2016/04/14 | Published: 2016/04/14
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An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General Purpose (EGP) Instruction. IJAL. 2015; 18 (1) :29-64
URL: http://ijal.khu.ac.ir/article-1-2490-en.html


Volume 18, Issue 1 (4-2015) Back to browse issues page
Iranian Journal of Applied Linguistics
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