English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program |
| 2. | Creator | Author's name, affiliation, country | Xue Zhang; Anhui Polytechnic University; China |
| 2. | Creator | Author's name, affiliation, country | Nor Azian Binti Md. Noor; Segi University Sdn. Bhd.; Malaysia |
| 2. | Creator | Author's name, affiliation, country | Popoola Kazem Hamed; Al-Madinah International University; Malaysia |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | Teacher efficacy; Achievement emotions; EFL teacher; Study abroad |
| 4. | Description | 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. |
| 5. | Publisher | Organizing agency, location | BILINGUAL PUBLISHING GROUP |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | February 10, 2023 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Uniform Resource Identifier | https://ojs.bilpubgroup.com/index.php/jiep/article/view/5334 |
| 10. | Identifier | Digital Object Identifier (DOI) | https://doi.org/10.30564/jiep.v5i2.5334 |
| 11. | Source | Title; vol., no. (year) | Journal of International Education and Practice; Volume 5, Issue 2 (2022) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions |
Copyright © 2023 Xue Zhang This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |