Preservice English Teachers’ Self-Efficacy Beliefs Towards English

Yıl 2025, Cilt: 8 Sayı: 2, 84 - 109, 30.12.2025

Kamil Arif Kırkıç , Ayşe Ak , Berin Esma Işkın

https://doi.org/10.55150/apjec.1759545

Öz

This study examines the self-efficacy of English preservice English teachers towards English. The study, which used a mixed-methods approach, involves gathering quantitative and qualitative data sequentially. One hundred and sixteen preservice teachers were enrolled in the English Language Teaching (ELT) Department of the Education Faculty, who participated in the quantitative part of the
study were selected with the convenience sampling, and English preservice teachers participated in the qualitative part of the study were participants who were participants who were determined as a
voluntary. A Likert-type Self-Efficacy Scale for English was used as aquantitative data collection tool, and qualitative data was collected using a semi-structured interview form. The quantitative findings
show no significant difference between preservice English teachers ' teachers’self-efficacy beliefs in terms of gender, GPA, high school background, taking prep school, and self-efficacy beliefs of the
preservice teachers. However, the study's qualitative findings show that exposure to English, participating in speaking activities, and interacting with international students contribute significantly to their self-efficacy beliefs toward English. This study investigates the importance of preservice teachers' self-efficacy beliefs and educational background. Further studies should be conducted to examine what can increase preservice teachers' self-efficacy beliefs and their success in the English language.

Anahtar Kelimeler

English Language Teaching , Mixed Method Research , Preservice English Teachers , Self-Efficacy

İngilizce Öğretmen Adaylarının İngilizceye Yönelik Öz Yeterlik İnançları

Öz

Bu çalışma, İngilizce öğretmen adaylarının İngilizceye yönelik öz yeterlik inançlarını incelemektedir. Karma yöntem yaklaşımının kullanıldığı bu araştırmada, nicel ve nitel veriler ardışık olarak toplanmıştır. Nicel kısma katılan yüz on altı İngilizce öğretmen adayı, Eğitim Fakültesi İngilizce Öğretmenliği (ELT) Bölümü'ne kayıtlı olup kolayda örnekleme yöntemiyle seçilmiştir. Nitel kısma katılan öğretmen adayları ise gönüllülük esasına göre belirlenmiştir. Nicel veri toplama aracı olarak Likert tipi bir İngilizce Öz Yeterlik Ölçeği kullanılmış, nitel veriler ise yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Nicel bulgular, İngilizce Öğretmen adaylarının öz yeterlik inançlarının cinsiyet, genel not ortalaması (GPA), lise geçmişi, hazırlık sınıfı okuma durumu gibi değişkenler açısından anlamlı bir farklılık göstermediğini ortaya koymuştur. Buna karşılık, çalışmanın nitel bulguları; İngilizceye maruz kalma, konuşma etkinliklerine katılma ve uluslararası öğrencilerle etkileşim kurmanın, öğretmen adaylarının İngilizceye yönelik öz yeterlik inançlarına önemli ölçüde katkı sağladığını göstermektedir. Bu çalışma, öğretmen adaylarının öz yeterlik inançları ile eğitim geçmişlerinin önemini ortaya koymaktadır. Öğretmen adaylarının İngilizceye yönelik öz yeterlik inançlarını ve dil başarısını artırabilecek unsurların incelenmesi için ileri araştırmaların yapılması önerilmektedir.

Anahtar Kelimeler

İngilizce öğretimi , karma yöntem araştırması , İngilizce öğretmen adayları , öz yeterlik

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