Preservice English Teachers’ Self-Efficacy Beliefs Towards English

Kamil Arif Kırkıç; Ayşe Ak; Berin Esma Işkın

doi:10.55150/apjec.1759545

EN TR

Preservice English Teachers’ Self-Efficacy Beliefs Towards English

Abstract

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.

Keywords

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

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Uygulamalı Dilbilim ve Eğitim Dilbilimi , Eğitimde Liderlik

Bölüm

Araştırma Makalesi

Yazarlar

Kamil Arif Kırkıç
0000-0002-8902-437X
Türkiye

Ayşe Ak
0000-0001-6240-8130
Türkiye

Berin Esma Işkın ^*
0000-0003-3554-211X
Türkiye

Yayımlanma Tarihi

30 Aralık 2025

Gönderilme Tarihi

7 Ağustos 2025

Kabul Tarihi

21 Aralık 2025

Yayımlandığı Sayı

Yıl 1970 Cilt: 8 Sayı: 2

DOI

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

IZ

https://izlik.org/JA96GS29BU

APA

Kırkıç, K. A., Ak, A., & Işkın, B. E. (2025). Preservice English Teachers’ Self-Efficacy Beliefs Towards English. APJEC - Academic Platform Journal of Education and Change, 8(2), 84-109. https://doi.org/10.55150/apjec.1759545

Preservice English Teachers’ Self-Efficacy Beliefs Towards English

Abstract

Keywords

İngilizce Öğretmen Adaylarının İngilizceye Yönelik Öz Yeterlik İnançları

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster