Prospective English language teachers’ self-efficacy beliefs in English language teaching environment

Abstract

This study examines prospective English language teachers’ self-efficacy beliefs in English language teaching environment. Self-efficacy as ability can impact on students doing task sufficiently. Nowadays self-efficacy plays an important role in developing English language proficiency, because the term “self-efficacy” demonstrates individuals’ competence. Therefore in order to prepare qualified future English teachers, their self-efficacy beliefs also should be tested. For that reason, the purpose of this research study was to figure out prospective English language teachers’ self-efficacy beliefs. Participants of present research study were 54 students, enrolled at Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University. Quantitative research design was used in this study to describe the current condition of future teachers. The data was collected with the help of online questionnaire, through survey method prepared by Google form. Results demonstrated that future English teachers possess adequate level of self-efficacy beliefs. There were not significant differences between male and female undergraduate students, due to Mann-Whitney’s Utest analysis. Overall, research study provided information about undergraduate students’ self-efficacy beliefs using Statistical Package for the Social Sciences (SPSS) program which played a huge role to examine the data.