English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program

Xue Zhang; Nor Azian Binti Md. Noor; Popoola Kazem Hamed

doi:10.30564/jiep.v5i2.5334

English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program

Xue Zhang (Anhui Polytechnic University)
Nor Azian Binti Md. Noor (Segi University Sdn. Bhd.)
Popoola Kazem Hamed (Al-Madinah International University)

Article ID: 5334

DOI: https://doi.org/10.30564/jiep.v5i2.5334

Abstract

Due to government policy, the number of study abroad professional development program for EFL teachers increased greatly in China during recent years. Study abroad program aims to help EFL teachers improve their knowledge and teaching practices, which requires them to make adjustments to their traditional teaching styles accordingly. Hence, teachers may experience strong emotional reactions when they are faced with different modes of teaching methods. From the perspective of “emotion”, this study used control-value theory of achievement emotions as the theoretical framework to examine the relationship between teacher efficacy, positive achievement emotions, and instructional changes among 386 Chinese EFL teachers who attended study abroad programs. Purposive sampling was used in data collection. Data analysis was conducted using Structural Equation Model (SEM). The results showed that teacher efficacy correlated positively with positive achievement emotions (enjoyment, hope, and pride) and instructional changes. Positive achievement emotions mediated the relationship between teacher efficacy and instructional changes. Findings showed the impact of teacher efficacy and positive achievement emotions on changes in teachers’ thinking and instructional practices. Based on the findings and limitations of this study, implications on teacher education and professional development program, directions and suggestions for future studies are discussed.

Keywords

Teacher efficacy; Achievement emotions; EFL teacher; Study abroad

Full Text:

PDF

References

[1] Serin, H. (2017). The Effects of Teaching Abroad on Personal and Professional Development. International Journal of Social Sciences and Educational Studies, 4(1), 110-114. http://doi.org/10.23918/ijsses.v4i1p110

[2] Thomson, M. M., & Turner, J. E. (2019). The role of emotions in teachers’ professional development: Attending a research experience for teachers (RET) program. Education Research International, 9, 1-12. https://doi.org/10.1155/2019/5856793

[3] Christesen, E., & Turner, J. (2014). Identifying teachers attending professional development by their stages of concern: Exploring attitudes and emotions. The Teacher Educator, 49(4), 232-246. https://doi.org/10.1080/08878730.2014.933641

[4] Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teacher feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 235-242. https://doi.org/10.1016/j.tate.2010.08.006

[5] Hannula, M. S. (2015). Emotions in problem solving. In Selected regular lectures from the 12th international congress on mathematical education (pp. 269-288). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-319-17187-6_16

[6] Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22, 676–697. https://doi.org/10.1177/1362168817692161

[7] Pekrun, R. (2006). The control value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9

[8] Pekrun, R. (2018). Control-value theory: A social-cognitive approach to achievement emotions. Big theories revisited, 2, 162-190.

[9] Bandura, A. (2006). Toward a psychology of human agency. Perspectives on psychological science, 1(2), 164-180. https://doi.org/10.1111/j.1745-6916.2006.00011.x

[10] Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.

[11] Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?. Educational Psychology Review, 23(1), 21–43. https://doi.org/10.1007/s10648-010-9141-8

[12] Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148. https://doi.org/10.1016/0742-051X(90)90031-Y

[13] Bray-Clark, N. & Bates, R. (2003). Self-Efficacy Beliefs and Teacher Effectiveness: Implications for Professional Development. Professional Educator, 26(1), 13–22. https://files.eric.ed.gov/fulltext/EJ842387.pdf

[14] Khanshan, S. K., & Yousefi, M. H. (2020). The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-20. https://doi.org/10.1186/s40862-020-0080-8

[15] Shi, Q. M. (2014). Relationship between teacher efficacy and self-reported instructional practices: an examination of five Asian countries/regions using TIMSS 2011 data. Frontiers of Education in China, 9(4), 577-602. https://doi.org/10.3868/s110-003-014-0045-x

[16] Thoonen, E., Sleegers, P., Oort, F. J., Peetsma, T., & Geijsel, F. P. (2011). How to improve teaching practices: the role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496-536. https://doi.org/10.1177/0013161X11400185

[17] Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69. https://doi.org/10.1016/0742-051X(88)90025-X

[18] Ghaith, G., & Yaghi, H. (1997). Relationship among experience, teacher efficacy, and attitudes towards the implementation of instructional innovation. Teaching and Teacher Education, 13, 451–458. https://doi.org/10.1016/S0742-051X(96)00045-5

[19] Nie, Y., Tan, G. H., Liau, A. K., Lau, S., & Chua, B. L. (2013). The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educational Research for Policy and Practice, 12(1), 67-77. https://doi.org/10.1007/s10671-012-9128-y

[20] Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4

[21] MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. https://files.eric.ed.gov/fulltext/EJ1135856.pdf

[22] Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704

[23] Skinner, B. F. (1965). Science and human behavior (No. 92904). Simon and Schuster.

[24] Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002

[25] Shao, K. Q., Pekrun, R., Marsh, H. W., & Loderer, K. (2020). Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learning and Instruction, 69, 101356. https://doi.org/10.1016/j.learninstruc.2020.101356

[26] Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22(6), 747–758. https://doi.org/10.1016/j.lindif.2012.05.013

[27] Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). Don’t sweat the small stuff: Understanding teacher resilience at the chalk face. Teaching and Teacher Education, 28(3), 357–367. https://doi.org/10.1016/j.tate.2011.11.001

[28] Rogers, C. R. (1995). A way of being. Houghton Mifflin Harcourt.

[29] Gkonou, C., Dewaele, J. M., & King, J. (Eds.). (2020). The emotional rollercoaster of language teaching (Vol. 4). Multilingual Matters.

[30] Lee, E. L. I. S., & Lew, L. O. R. E. N. (2001). Diary studies: The voices of nonnative English speakers in a master’s of arts program in teaching English to speakers of other languages. CATESOL Journal, 13(1), 135-149. http://www.catesoljournal.org/wp-content/uploads/2014/07/CJ13_lee.pdf

[31] Liu, Y. (2016). The emotional geographies of language teaching. Teacher Development, 20(4), 482–497. https://doi.org/10.1080/13664530.2016.1161660

[32] Chen, J. (2019). Efficacious and Positive Teachers Achieve More: Examining the Relationship Between Teacher Efficacy, Emotions, and Their Practicum Performance. The Asia - Pacific Education Researcher, 28(4), 327-337. https://doi.org/10.1007/s40299-018-0427-9

[33] Gu, H. B., Yu, T. M., & Qian, W. (2022). Exploring EFL teachers’ emotions and the impact on their sustainable professional development in livestream teaching: A Chinese case study. Sustainability, 14, 2-19. https://doi.org/10.3390/su14148264

[34] Zhan, Y., Lin, L. J., Ren, Y. Q., Sun, J. S., Yang, X. Z., & Zhang, H. H. (2016, April 8-12). Achievement emotion profiles and their relationship with cognitive and metacognitive strategies in online learning [Conference presentation]. 2016 American Education Research Annual Meeting, Washington DC, United States. https://www.researchgate.net/publication/283450326

[35] Pop, M. M., Dixon, P., & Grove, C. M. (2010). Research experiences for teachers (ret): motivation, expectations, and changes to teaching practices due to professional program involvement. Journal of Science Teacher Education, 21(2), 127-147. https://doi.org/10.1007/s10972-009-9167-2

[36] Mohamad, M., Afthanorhan, A., Awang, Z., & Mohammad, M. (2019). Comparison between CB-SEM and PLS-SEM: Testing and confirming the maqasid syariah quality of life measurement model. The Journal of Social Sciences Research, 5(3), 608-614. https://www.arpgweb.com/pdf-files/jssr5(3)608-614.pdf

[37] Awang, P. (2015). SEM made simple: A gentle approach to learning Structural Equation Modeling. MPWS Rich Publication.

[38] Basikin, B. (2007). Vigor, dedication and absorption: Work engagement among secondary school English teachers in Indonesia. 2007 AARE Conference, Fremantle, Perth, Australia. https://www.aare.edu.au/data/publications/2007/bas07349.pdf

[39] Warren, J. M., & Dowden, A. R. (2012). Elementary school teachers’ beliefs and emotions: Implications for school counselors and counselor educators. Journal of School Counseling, 10(19), 1–32. https://files.eric.ed.gov/fulltext/EJ981200.pdf

[40] Betonio, J. R. (2015). Stress factors and the teaching performance of the college faculty. International Journal of Social Science and Humanity, 5(7), 651. http://www.ijssh.org/papers/534-B018.pdf

[41] Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2010). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20(3), 285-304. https://doi.org/10.1080/13594320903513916

[42] Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3

[43] Kelly, K. A. (2013). The impact of teacher achievement emotions on the co-production of education services [Unpublished Doctoral Dissertation], University of Alaska Fairbanks. https://scholarworks.alaska.edu/handle/11122/4612

[44] Li, D., & Edwards, V. (2013). The impact of overseas training on curriculum innovation and change in English language education in Western China. Language Teaching Research, 17(4), 390-408. https://doi.org/10.1177/1362168813494124

[45] Fullan, M., & Hargreaves, A. (Eds.). (2009). Change wars. Solution Tree Press.

[46] Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387–405. https://doi.org/10.1080/13540602.2016.1211523

[47] Go, G. P, Mordeno, I. G., Batoy, T. B., Echavez, H., & Tago, Y. I. (2019). Teaching Emotions Mediate the Relationship between Self-Efficacy and Work Engagement. 15th International Conference on Humanities and Social Sciences. https://www.researchgate.net/publication/344896319

[48] Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607–621. https://doi.org/10.1007/s11251-011-9192-3

Refbacks

There are currently no refbacks.