Exploring the Language Teaching Self-Efficacy Levels of English Language and Literature Department Students: The Impact of Demographic Variables

Year 2025, Volume: 35 Issue: 3, 1237 - 1250, 23.09.2025

Seçil Tümen Akyıldız

https://doi.org/10.18069/firatsbed.1620574

Abstract

This study explores the self-efficacy levels of students in the Department of English Language and Literature at Fırat University regarding their ability to teach English. It examines how self-efficacy varies according to gender, academic year, and teaching experience. Using a causal-comparative research design, data were collected from 275 participants through the Language Teaching Self-Efficacy Scale (Deregözü & Gündoğar, 2020). Findings reveal that students demonstrate moderate self-efficacy in planning, performing, and evaluating language teaching. While gender did not significantly impact self-efficacy, academic year played a role—fourth-year students reported the highest levels. No significant differences were found based on teaching experience. The study highlights the need for integrating targeted pedagogical training into the curriculum to strengthen self-efficacy. It also calls for further longitudinal and comparative research to track the development of teaching self-efficacy over time. Due to the scarcity of related studies within English Language and Literature programs, this research contributes a unique perspective. It offers valuable insights into teacher preparation in non-education departments and emphasizes the importance of practice-oriented curricular enhancements to better equip students for future teaching roles.

Keywords

self-efficacay , teaching self-efficacy , Language teaching , English language and literature

İngiliz Dili ve Edebiyatı Bölümü Öğrencilerinin Dil Öğretimi Öz-Yeterlik Düzeylerinin Araştırılması: Demografik Değişkenlerin Etkisi

Abstract

Bu çalışma, Fırat Üniversitesi İngiliz Dili ve Edebiyatı Bölümü öğrencilerinin İngilizce öğretme yeterlik düzeylerini incelemektedir. Özellikle bu yeterlik düzeylerinin cinsiyet, öğrenim yılı ve öğretim deneyimine göre nasıl değiştiği araştırılmıştır. Nedensel karşılaştırma desenine dayanan araştırmada, 275 katılımcıdan Deregözü ve Gündoğar (2020) tarafından geliştirilen Dil Öğretimi Öz-Yeterlik Ölçeği aracılığıyla veri toplanmıştır. Bulgular, öğrencilerin dil öğretimini planlama, uygulama ve değerlendirme alanlarında orta düzeyde öz-yeterlik sergilediklerini göstermektedir. Cinsiyetin öz-yeterlik üzerinde anlamlı bir etkisi bulunmazken, öğrenim yılına bağlı olarak öz-yeterlik düzeylerinde artış gözlemlenmiştir; dördüncü sınıf öğrencileri en yüksek düzeye sahiptir. Öğretim deneyimine bağlı anlamlı bir farklılık ise saptanmamıştır. Çalışma, öğretim programına hedefe yönelik pedagojik eğitimin dahil edilmesinin öz-yeterlik gelişimini destekleyeceğini vurgulamaktadır. Ayrıca öğretme yeterliğinin zamanla nasıl geliştiğini anlamak için uzunlamasına ve karşılaştırmalı araştırmalar yapılması önerilmektedir. İngiliz Dili ve Edebiyatı programlarında benzer çalışmaların azlığı, bu araştırmanın özgün katkısını ortaya koymaktadır. Çalışma, eğitim fakültesi dışındaki bölümlerde öğretmen yetiştirme süreçlerinin geliştirilmesi için önemli bulgular sunmakta ve uygulama temelli ders içeriklerinin önemini vurgulamaktadır.

Keywords

Öz-yeterlik , Öğretim öz-yeterliği , Dil öğretimi , İngiliz dili ve edebiyatı

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