Investigating Self-Efficacy of English Student Teachers’ Intercultural Communication

Abstract

Purpose: Psychological, characteristic and socio-cultural factors are effective in shaping perceptions of self-efficacy in communicating in intercultural encounters. Therefore, using an explanatory study, the present research investigates the self-efficacy of 194 (CFA and main study sample) and 133 (EFA sample) student teachers of English in intercultural communication. Method: In the study, quantitative data were collected with the adopted version of the Self-Efficacy in Communication Scale (SEFFICAC) to investigate the participants' characteristics in intercultural communication. Qualitative data were collected with an interview form consisting of written, structured questions. The extent to which student teachers of English find themselves competent in intercultural communication was analysed in depth. Findings:  The qualitative data obtained in the study showed that the student teachers of English who participated in the study rarely experienced intercultural encounters, found themselves competent in intercultural communication situations, and were open and willing to intercultural communication. Conclusion:   The results of this study provide valuable insights into how pre-service EFL teachers perceive their self-efficacy within intercultural communication contexts. Recommendations were made in light of the findings of the current study.

Keywords

• English language teaching
• Intercultural communication
• Self-efficacy
• Student teachers of english

İngilizce Öğretmen Adaylarinin Kültürlerarası İletişim Öz-Yeterliklerinin İncelenmesi

Abstract

Amaç: Psikolojik, karakteristik ve sosyo-kültürel faktörler kültürlerarası iletişimde öz yeterlilik algısının şekillenmesinde etkilidir. Bu nedenle açıklayıcı bir model kullanılan bu çalışma 194 (CFA ve ana çalışma örneği) ve 133 (EFA örneği) İngilizce öğretmen adaylarının kültürlerarası iletişimdeki öz yeterliliklerini araştırmaktadır. Yöntem: Çalışmada, katılımcıların kültürlerarası iletişimdeki özelliklerini araştırmak için İletişimde Öz Yeterlilik Ölçeği'nin (SEFFICAC) uyarlanan versiyonu ile nicel veriler toplanmıştır. Nitel veriler, yazılı yapılandırılmış sorulardan oluşan bir görüşme formu ile toplanmıştır. İngilizce öğretmenliği öğrencilerinin kültürlerarası iletişimde kendilerini ne derece yetkin buldukları derinlemesine analiz edilmiştir. Bulgular: Çalışmada elde edilen nitel veriler, çalışmaya katılan İngilizce öğretmenliği öğrencilerinin kültürlerarası karşılaşmaları nadiren deneyimledikleri, kültürlerarası iletişim durumlarında kendilerini yetkin bulduklarını ve kültürlerarası iletişime açık ve istekli olduklarını göstermiştir. Sonuç: Bu çalışmanın bulguları, hizmet öncesi İngilizce öğretmeni adaylarının kültürlerarası iletişim bağlamında öz-yeterlik algılarını nasıl değerlendirdiklerine dair değerli bilgiler sunmaktadır. Mevcut çalışmanın bulguları ışığında önerilerde bulunulmuştur.

Keywords

• İngilizce öğretimi
• Kültürlerarası iletişim
• Öz-yeterlilik
• İngilizce öğretmen adayı öğrenciler

References

1. Intercultural Sensitivities from the Perspective of Individual Differences. Journal of Education and Learning, 7(3), 219-232. https://doi.org/10.5539/jel.v7n3p219
2. Alibakhshi, G., Nikdel, F., & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language. Asian-Pacific J. Sec. For. Lang. Educ. 5, 1–19. https://doi.org/10.1186/s40862-020-00 102-1
3. Arabmofrad, A., & Shakki, F. (2025). The interplay between EFL teachers’ self-efficacy, emotion regulation, and perceived professional success. Porta Linguarum. An International Journal of Foreign Language Teaching and Learning, (44), 161–183. https://doi.org/10.30827/portalin.vi44.31897
4. Arghode, V., Heminger, S. & McLean, G.N. (2021), "Career self-efficacy and education abroad: implications for future global workforce", European Journal of Training and Development, 45(1),1-13. https://doi.org/10.1108/EJTD-02-2020-0034
5. Aydın, E. & Yüce, E. (2025). Investigation of Middle School Students’ Writing Anxieties, Writing Attitudes, and Writing Self-Efficacy: A Mediational Model. Asia-Pacific Edu Res 34, 1289–1299. https://doi.org/10.1007/s40299-024-00942-2
6. Baker, W. (2011). Intercultural awareness: modelling an understanding of cultures in intercultural communication through English as a lingua franca. Language and Intercultural Communication, 11(3), 197–214. https://doi.org/10.1080/14708477.2011.577779
7. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
8. Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28, 117-148. https://doi.org/10.1207/s15326985ep2802_3

9. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior Vol. 4 (pp. 71–81). Academic Press.
10. Bandura, A. (1997). Self-efficacy: The Exercise of Control. W. H. Freeman/Times Books; Henry Holt & Co.
11. Bentler, P.M. (2005). EQS 6 Structural equations program manual. Encino, CA: Multivariate Software Inc.
12. Byrne, B. M. (2016). Structural Equation Modeling with Amos: Basic Concepts, Applications, and Programming, Third edition. Routledge.
13. Chang, C. P., & Hu, C. W. (2017). Effect of Communication Competence on Self-Efficacy in Kaohsiung Elementary School Directors: Emotional Intelligence as a Moderator Variable. Creative Education, 8, 549-563. https://doi.org/10.4236/ce.2017.8404
14. Cramer, T. (2018). Cross-cultural management in China: Com petencies of Chinese business students. Journal of Eastern European and Central Asian Research, 5(2), 9. https://doi.org/10.15549/jeecar.v5i2.220
15. Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE.
16. Fantini, A. E., & Tirmizi, A. (2006). Exploring and Assessing Intercultural Competence. World Learning Publications. Paper 1. http://digitalcollections.sit.edu/worldlearning_publications/1
17. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
18. Gebauer, M. M., McElvany, N., Köller, O. & Schöber, C. (2021). Cross-cultural differences in academic self-efficacy and its sources across socialization contexts. Social Psychology of Education 24. 1407–1432 https://doi.org/10.1007/s11218-021-09658-3
19. Gebregergis, W. T., Mehari, D. T., Gebretinsae, D. Y., & Tesfamariam, A. H. (2020). The Predicting Effects of Self-Efficacy, Self-Esteem and Prior Travel Experience on Sociocultural Adaptation Among International Students. Journal of International Students 10(2), 339-357. https://doi.org/10.32674/jis.v10i2.616ojed.org/jis
20. Geroge, D., & Mallery, P. (2010). SPSS for windows step by step: A simple guide and reference. In Allyn, Boston (17.0 Update). Pearson.
21. Guo, J. (2025). Metacognitive Knowledge, personality and openness to diversity among EFL teachers: The mediating role of self-efficacy and emotions. European Journal of Education, Research, Development, and Policy 60 (4), e70352. https://doi.org/10.1111/ejed.70352
22. Han, Y. & Wang, Y. (2021). Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection. Front. Psychol. 12:763234, 1-11. https://doi.org/10.3389/fpsyg.2021.763234
23. Janssens, W., Wijnen, K., Pelsmacker, P. De, & Kenhove, P. Van. (2008). Marketing research with SPSS. Pearson Education.
24. Jurasek, M. & Wawrosz, P. (2023). How Does Self-Efficacy in Communication Affect the Relationship Between Intercultural Experience, Language Skills, and Cultural Intelligence. Sage Open 13(4), 1-13. https://doi.org/10.1177/21582440231211687journals.sagepub.com/home/sgo
25. Kabir, R.S. & Sponseller, A.C. (2020). Interacting With Competence: A Validation Study of the Self-Efficacy in Intercultural Communication Scale-Short Form. Frontiers in Psychology. 11(2086), 1-15. https://doi.org/10.3389/fpsyg.2020.02086
26. Kanjanarach, T., Jaisa-ard, R., & Poonaovarat, N. (2014). Performance of health product risk management and surveillance conducted by health personnel at sub-district health promotion hospitals in the northeast region of Thailand. Risk Management and Healthcare Policy, 7, 189–197. https://doi.org/10.2147/RMHP.S70653
27. Karagöz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı istatistiksel analizler. Nobel.
28. Kartal, M., & Bardakçı, S. (2019). Tutum ölçekleri. Akademisyen Kitabevi.
29. Khukhlaev, O., Novikova, I. & Chernaya, A. (2022). Interpersonal Mindfulness, Intergroup Anxiety, and Intercultural Communication Effectiveness Among International Students Studying in Russia. Frontiers Psychology, 13(841361). https://doi.org/10.3389/fpsyg.2022.84136
30. Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford.
31. Lee, J. & Çiftçi, A. (2014). Asian international students’ socio-cultural adaptation: Influence of multicultural personality, assertiveness, academic self-efficacy, and social support, International Journal of Intercultural Relations 38, 97-105. https://doi.org/10.1016/j.ijintrel.2013.08.009
32. Leochico, C. F. D., Perez, M. F. J., Mojica, J. A. P., & Ignacio, S. D. (2022). Telerehabilitation readiness, knowledge, and acceptance of future physiatrists in the philippines: an online survey during the COVID-19 pandemic. Frontiers in Rehabilitation Sciences, 3(921013). https://doi.org/10.3389/fresc.2022.921013
33. Makhmudov, K. (2023). Bridging cultures through English language education: a comprehensive model for intercultural communication competence development. ISJ Theoretical & Applied Science, 03(119), 204-208. https://dx.doi.org/10.15863/TAS
34. Mutar, Q. M., Mohammad, H. M., & Hmmud, S. H. (2020). Academic Achievement and Its Relation with Self-Efficacy and Academic Adjustment in EFL Class. International Journal of Multicultural and Multireligious Understanding, 7(5). 1-13. https://dx.doi.org/10.18415/ijmmu.v7i5.1511
35. Peterson, J. C., Milstein, T., Chen, Y. W., & Nakazawa, M. (2011). Self-efficacy in intercultural communication: the development and validation of a sojourners’ scale. Journal of International and Intercultural Communication, 4(4), 290-309. https://doi.org/10.1080/17513057.2011.602476
36. Richards, H. V., Brown, A. F., & Forde, T. B. (2007). Addressing diversity in schools: Culturally responsive pedagogy. Teaching Exceptional Children, 39(3), 64–68. https://doi.org/10.1177/004005990703900310
37. Romijn, B. R., Slot, P. L., Leseman, P. P. M., & Pagani, V. (2020). Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison. International Journal of Intercultural Relations 79. 58–70. https://doi.org/10.1016/j.ijintrel.2020.08.001
38. Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to structural equation modeling. Routledge.
39. Schwarzer, R. & Luszczynska, A. (2008). Self-efficacy. In W. Ruch, A. B. Bakker, & L. Tay (Eds.), Handbook of positive psychology (pp. 207-217). Hogrefe.
40. Sercu, L. (2005). Teaching foreign languages in an intercultural world. In L. Sercu (Ed.), Foreign language teachers and intercultural competence: An international investigation (pp. 1–18). Multilingual Matters. https://doi.org/10.21832/9781853598456-003
41. Stevens, J. (2002). Applied multivariate statistics for the social sciences (Vol. 4). Lawrence Erlbaum Associates Mahwah, NJ.
42. Sun, J. (2022). Exploring self-efficacy. Cultural Responsiveness, and Emotional Intelligence for Student Achievement at the Tertiary Education Level in China and the United Kingdom: A College Student Perception, ASSEHR, 687, 1121–1134. https://doi.org/10.2991
43. Tennekoon, S. R. (2015). Crossing the cultural boundaries: Developing intercultural competence of prospective teachers of English. International Journal of Scientific and Research Publications, 5(4), 1-15. http://www.ijsrp.org/research-paper-0415.php?rp=P403956
44. Tschannen-Morana, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17. 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
45. Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of literature and future directions. Review of Educational Research, 78(4), 751–796. https://doi.org/10.3102/0034654308321456
46. Wang, Y., He, L., & Wang, Q.Y. (2025). The predictive power of teaching self-efficacy and emotion regulation on work engagement for EFL teachers in higher education. Frontiers in Psychology, 1446257, https://doi.org/10.3389/fpsyg.2025.1446257
47. Yıldırım, R. (2019). Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience. Journal of Language and Linguistic Studies, 15(3), 1155-1170. https://doi.org/10.17263/jlls.631557
48. Yüce, E. (2019). Plurilingualism and Pluriculturalism in the CEFR Companion Volume. In T. Balcı, A. O. Öztürk, & E. Serindağ (Eds.), Schriften zur Sprache und Literatur III (pp. 93–99). IJOPEC Publication Limited.
49. Yüce, E. (2023). The Role of Learning Climate on Self-Efficacy Beliefs and Self- Perceived Communication Competences of EFL Learners in Higher Education. Porta Linguarum. An International Journal of Foreign Language Teaching and Learning, (39), 231–247. https://doi.org/10.30827/portalin.vi39.24106
50. Yüce, E., Seitova, M. & Şentürk, B. (2024). Online Learning Self-Efficacy in Using Technology among Turkish and Kazakh EFL Teachers. Asia-Pacific Edu Res 33, 857–867. https://doi.org/10.1007/s40299-023-00784-4
51. Zhi, R., Wang, Y., & Wang, Y. (2023). The Role of Emotional Intelligence and Self efficacy in EFL Teachers’ Technology Adoption. The Asia-Pacific Education Researcher 33(4), 845-856. https://doi.org/10.1007/s40299-023-00782-6