Unpacking EFL Teacher Self-Efficacy in Livestream Teaching in the Chinese Context

Frontiers in Psychology

article

Honggang Liu¹  Ye Wang¹ 

[1] School of Foreign Languages, Northeast Normal University

关键词: teacher self-efficacy;    senior high school teachers;    livestream English teaching;    instructional self-efficacy;    technological self-efficacy;   

DOI  :  10.3389/fpsyg.2021.717129

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Teacher self-efficacy has long been researched in the context of face-to-face teaching, but it has received less attention with regard to online teaching. To address this gap, the current study utilized a questionnaire adapted from Lin and Zheng as the major instrument and supplementary interviews to examine teacher self-efficacy in livestream teaching in the Chinese context. Exploratory factor analysis results from 486 senior high school English as a foreign language (EFL) teachers in China yielded a two-factor structure of teacher self-efficacy comprising instructional self-efficacy and technological self-efficacy. Across the sample, EFL teachers had moderate-to-high self-efficacy in general, and they showed higher levels of technological self-efficacy than instructional self-efficacy. The interview data also indicated a fluctuation in technological self-efficacy at the onset of livestream teaching compared to 1 month into livestream teaching. This study results offer some useful suggestions for enhancing teacher self-efficacy.

【 授权许可】

CC BY