English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

Huseyin Kafes; Sinem Bilben

doi:10.32960/uead.1540514

EN TR

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

Öz

This study examines the self-efficacy beliefs of English Language Preparatory Program (EFL) instructors in teaching and assessing 21st-century skills and their integration into English classes. Utilizing a single and relational screening research design, data were collected via an online survey from 98 English language instructors employed at university preparatory schools providing intensive English instruction. The survey, including 72 items on eight dimensions of 21st century skills, employed a 5-point Likert-type scale. The results revealed discrepancies between instructors’ knowledge of these skills and their implementation of them in their classes. Instructors implemented these skills in their classes at a moderate level. Overall, instructors’ competency in integrating and assessing 21st-century skills fell below the standards expected in higher education institutions. These findings offer important implications and provide practical suggestions for improving the implementation and assessment of 21st-century skills.

Anahtar Kelimeler

21st-century skills, English Language instructors, assessment

İngilizce Öğretim Görevlilerinin 21. Yüzyıl Becerilerine, Bu Becerileri İngilizce Derslerine Entegre Etmelerine ve Değerlendirmelerine İlişkin Öz Yeterlilik İnançları

Öz

Bu çalışma, Üniversite İngilizce Hazırlık Programı (İHOP) öğretim görevlilerinin 21. yüzyıl becerilerini öğretme, değerlendirme ve İngilizce derslerine entegre etme konusundaki öz yeterlik inançlarını incelemektedir. Çalışmanın verisi ilişkisel tarama araştırma deseni kullanılarak, yoğun İngilizce eğitimi veren üniversite hazırlık okullarında çalışan 98 İngilizce öğretim görevlisinden çevrimiçi bir anket aracılığıyla toplanmıştır. 21. yüzyıl becerilerinin sekiz boyutuna ilişkin 72 maddeden oluşan ankette 5'li Likert tipi bir ölçek kullanılmıştır. Öğretim görevlilerinin bu becerileri sınıflarında orta düzeyde uygulamakta oldukları belirlenmiştir. Genel olarak öğretim görevlilerinin 21. yüzyıl becerilerini entegre etme ve değerlendirme konusundaki yetkinlikleri, yükseköğretim kurumlarında beklenen standartların altında kaldığı gözlemlenmiştir. Çalışmanın bulguları, 21. yüzyıl becerilerinin uygulanması ve değerlendirilmesinin iyileştirilmesi için önemli çıkarımlar ve pratik öneriler sunmaktadır.

Anahtar Kelimeler

21. yüzyıl becerileri, İngiliz Dili öğretim görevlileri, değerlendirme

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi, İşletme ve Yönetim Hariç)

Bölüm

Araştırma Makalesi

Yazarlar

Huseyin Kafes ^*
0000-0002-0697-8312
Türkiye

Sinem Bilben
0000-0002-1463-8203
Türkiye

Erken Görünüm Tarihi

30 Ekim 2024

Yayımlanma Tarihi

30 Ekim 2024

Gönderilme Tarihi

29 Ağustos 2024

Kabul Tarihi

17 Ekim 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 8 Sayı: 2

DOI

https://doi.org/10.32960/uead.1540514

IZ

https://izlik.org/JA52YJ94WA

APA

Kafes, H., & Bilben, S. (2024). English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom. Ulusal Eğitim Akademisi Dergisi, 8(2), 237-258. https://doi.org/10.32960/uead.1540514

AMA

1.Kafes H, Bilben S. English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom. UEAD. 2024;8(2):237-258. doi:10.32960/uead.1540514

Chicago

Kafes, Huseyin, ve Sinem Bilben. 2024. “English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom”. Ulusal Eğitim Akademisi Dergisi 8 (2): 237-58. https://doi.org/10.32960/uead.1540514.

EndNote

Kafes H, Bilben S (01 Ekim 2024) English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom. Ulusal Eğitim Akademisi Dergisi 8 2 237–258.

IEEE

[1]H. Kafes ve S. Bilben, “English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom”, UEAD, c. 8, sy 2, ss. 237–258, Eki. 2024, doi: 10.32960/uead.1540514.

ISNAD

Kafes, Huseyin - Bilben, Sinem. “English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom”. Ulusal Eğitim Akademisi Dergisi 8/2 (01 Ekim 2024): 237-258. https://doi.org/10.32960/uead.1540514.

JAMA

1.Kafes H, Bilben S. English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom. UEAD. 2024;8:237–258.

MLA

Kafes, Huseyin, ve Sinem Bilben. “English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom”. Ulusal Eğitim Akademisi Dergisi, c. 8, sy 2, Ekim 2024, ss. 237-58, doi:10.32960/uead.1540514.

Vancouver

1.Huseyin Kafes, Sinem Bilben. English Instructors’ Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom. UEAD. 01 Ekim 2024;8(2):237-58. doi:10.32960/uead.1540514

Cited By

The impact of character education value internalization on students’ life skills: The moderating role of parental involvement

Multidisciplinary Reviews

https://doi.org/10.31893/multirev.2026448

English Instructors' Self-Efficacy Beliefs Regarding 21st-Century Skills and their Implementation and Assessment in the Classroom

Öz

Anahtar Kelimeler

İngilizce Öğretim Görevlilerinin 21. Yüzyıl Becerilerine, Bu Becerileri İngilizce Derslerine Entegre Etmelerine ve Değerlendirmelerine İlişkin Öz Yeterlilik İnançları

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

The impact of character education value internalization on students’ life skills: The moderating role of parental involvement