Article published In:
Language Teaching for Young Learners
Vol. 4:1 (2022) ► pp.118142
References
Bandura, A.
(1997) Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.Google Scholar
Braun, V., & Clarke, V.
(2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 1, 77–101. DOI logoGoogle Scholar
Butler, Y. G.
(2004) What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38 (2), 245–278. DOI logoGoogle Scholar
Carless, D.
(2006) Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34 (3), 341–351. DOI logoGoogle Scholar
Carless, D., & Walker, E.
(2006) Effective team teaching between local and native-speaking English teachers. Language and Education, 20 (6), 463–477. DOI logoGoogle Scholar
Chacón, C. T.
(2005) Teachers’ perceived efficacy among English-as-a-foreign-language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21 (3), 257–272. DOI logoGoogle Scholar
Chestnut, S. R., & Burley, H.
(2015) Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational Research Review, 15 (1), 1–16. DOI logoGoogle Scholar
Choi, E., & Lee, J.
(2016) Investigating the relationship of target language proficiency and self-efficacy among nonnative EFL teachers. System, 58 1, 49–63. DOI logoGoogle Scholar
Cohen, J. & Cohen, P.
(1983) Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Copland, F., & Garton, S.
(2014) Key themes and future directions in teaching English to young learners: Introduction to the special issue. ELT Journal, 68 (3), 223–230. DOI logoGoogle Scholar
Council of Europe
(2001) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.Google Scholar
Crook, C. C.
(2016) The predictive relationship between specific teacher characteristics and the perceived sense of teacher self-efficacy of non-native English-speaking teachers of English as a foreign language in rural Thailand. (Unpublished doctoral dissertation). Liberty University, Lynchburg, VA, USA.
Curran, P. J., West, S. G., & Finch, J. F.
(1996) The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1 (1), 16–29. DOI logoGoogle Scholar
Dörnyei, Z.
(2001) Motivational strategies in the language classroom. Cambridge University Press. DOI logoGoogle Scholar
Dörnyei, Z., & Ushioda, E.
(2011) Teaching and researching motivation (2nd ed.). Pearson Education.Google Scholar
Enever, J.
(2014) Primary English teacher education in Europe. ELT Journal, 68 (3), 231–242. DOI logoGoogle Scholar
Eslami, Z. R., & Fatahi, A.
(2008) Teachers’ sense of self-efficacy, English proficiency, and instructional strategies: A study of non-native EFL teachers in Iran. TESL-EJ, 11 (4), 1–19.Google Scholar
European Commission
(2017) Key data on teaching languages at school in Europe 2017 edition. Accessed on 1 July 2000 at [URL]
Faez, F., Karas, M., & Uchihara, T.
(2019) Connecting language proficiency to teaching ability: A meta-analysis. Language Teaching Research, 23 (1), 1–24. DOI logoGoogle Scholar
Freeman, D.
(2017) The case for teachers’ classroom English proficiency. RELC Journal, 48 (1), 31–52. DOI logoGoogle Scholar
Hiratsuka, T.
(2015) Teachers’ and students’ perceptions of team-teaching practices in two Japanese high schools. Accents Asia, 7 (2), 46–66.Google Scholar
Hoang, T., & Wyatt, M.
(2021) Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language. System, 96 1, article 102422. DOI logoGoogle Scholar
Johnson, R. L., & Morgan, G. B.
(2016) Survey scales: A guide to development, analysis, and reporting. Guilford Press.Google Scholar
Karas, M., & Faez, F.
(2021) Self-efficacy of English language teachers in Ontario: The impact of language proficiency, teaching qualifications, linguistic identity, and teaching experience. The Canadian Modern Language Review, DOI logoGoogle Scholar
Katsuyama, H., Nishigaki, C., & Wang, J.
(2008) The Effectiveness of English teaching in Japanese elementary schools: Measured by proficiency tests administered to seventh-year students. RELC Journal, 39 (3), 359–380. DOI logoGoogle Scholar
Klassen, R. M. & Chiu, M. M.
(2010) Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102 (3), 741–756. DOI logoGoogle Scholar
Klassen, R. M., & Tze, V. M. C.
(2014) Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12 1, 59–76. DOI logoGoogle Scholar
Kourieos, S., & Diakou, M.
(2019) Pre-service English language teacher education and the first years of teaching: Perspectives from Cyprus. The New Educator, 15 (3), 208–225. DOI logoGoogle Scholar
Liaw, E. C.
(2009) Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussion. Teaching and Teacher Education, 25 (1), 176–180. DOI logoGoogle Scholar
MEXT [The Ministry of Education, Culture, Sports, Science and Technology, Japan]
(2017) The 2017 elementary school Course of Study. Kairyudo.Google Scholar
MEXT
(2019) The score conversion table for the CEFR. Accessed on 1 May 2019 at [URL]
(2020) The results of a survey on implementation of English language teaching in elementary schools. Accessed on 1 July 2020 at [URL]
Moradkhani, S., Raygan, A., & Moein, M. S.
(2017) Iranian EFL teachers’ reflective practices and self-efficacy: Exploring possible relationships. System, 65 1, 1–14. DOI logoGoogle Scholar
Morris, D. B., Usher, E. L., & Chen, J. A.
(2017) Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29 (4), 795–833. DOI logoGoogle Scholar
Nagamine, T.
(2018) The role of emotions in reflective teaching in second language classrooms: Felt sense, emotionality, and practical knowledge acquisition. In J. Martínez Agudo. (Ed.), Emotions in Second Language Teaching: Theory, research and teacher education (pp. 145–163). Springer. DOI logoGoogle Scholar
Negishi, M.
(2012) The development of CEFR-J: Where we are, where we are going. Accessed on 1 July 2019 at [URL]
OECD [The Organization for Economic Cooperation and Development]
(2019) TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing.Google Scholar
Reeves, P. M., Pun, W. H., & Chung, K. S.
(2017) Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67 1, 227–236. DOI logoGoogle Scholar
Rixon, S.
(2013) British Council survey of policy and practice in primary English language teaching worldwide. British Council.Google Scholar
Sabokrouh, F.
(2014) The effect of EFL teachers’ attitude toward English language and English language proficiency on their sense of efficacy. English Language Teaching, 7 (1), 66–74.Google Scholar
Shim, J. W.
(2001) The teacher efficacy beliefs of Korean teachers of English as a foreign language (Unpublished doctoral dissertation). Ohio State University, Columbus, OH, USA.
Spolsky, B., & Moon, Y-in
(Eds.) (2012) Primary school English-language education in Asia: From policy to practice. Routledge.Google Scholar
Swanson, P.
(2012) Second/foreign language teacher efficacy and its relationship to professional attrition. The Canadian Modern Language Review, 68 (1), 78–101. DOI logoGoogle Scholar
Thompson, G.
(2020) Exploring language teacher efficacy in Japan. Multilingual Matters.Google Scholar
Tono, Y.
(2013) The CEFR-J handbook: A resource book for using CAN-DO descriptors for English language teaching. Taishukan.Google Scholar
Tschannen-Moran, M., & Johnson, D.
(2011) Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27 (4), 751–761. DOI logoGoogle Scholar
Tschannen-Moran, M., & Woolfolk Hoy, A.
(2001) Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17 (7), 783–805. DOI logoGoogle Scholar
(2007) The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23 (6), 944–956. DOI logoGoogle Scholar
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K.
(1998) Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202–248. DOI logoGoogle Scholar
Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E.
(2017) Teacher autonomy and collaboration: A paradox? Conceptualizing and measuring teachers’ autonomy and collaborative attitude. Teaching and Teacher Education, 67 1, 302–315. DOI logoGoogle Scholar
Wyatt, M.
(2018) Language teachers’ self-efficacy beliefs: A review of the literature (2005–2016). Australian Journal of Teacher Education, 43 (4), 92–120. DOI logoGoogle Scholar
Yanase, C.
(2016) From an assistant to a team member: A perspective from a Japanese ALT in primary schools in Japan. In F. Copland, S. Garton, & S. Mann (Eds.), LETs and NESTs: Voices, views and vignettes (pp. 195–210). British Council.Google Scholar
Yilmaz, C.
(2011) Teachers’ perceptions of self-efficacy, English proficiency, and instructional strategies. Social Behavior and Personality, 39 (1), 91–100. DOI logoGoogle Scholar
Zein, S.
(2016) Pre-service education for primary school English teachers in Indonesia: Policy implications. Asia Pacific Journal of Education, 36 (1), 119–134. DOI logoGoogle Scholar
Zonoubi, R., Rasekh, A. E., & Tavakoli, M.
(2017) EFL teacher self-efficacy development in professional learning communities. System, 66 1, 1–12. DOI logoGoogle Scholar