Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

Autor/inn/en	Mohar, Tunku Mohani Tunku; Singh, Charajit Kaur Swaran; Kepol, Napisah; Ahmad, Ahmad Zainuri Loap; Moneyam, Sasigaran
Titel	Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners
Quelle	In: English Language Teaching, 10 (2017) 9, S.208-217 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teacher Attitudes; Language Teachers; Self Efficacy; Teacher Effectiveness; English (Second Language); Second Language Learning; Second Language Instruction; Interviews; Language Proficiency; Teaching Methods; Writing Skills; Feedback (Response); Writing Improvement; Writing Instruction; Foreign Countries; Case Studies; Religious Education; Teacher Student Relationship; Malaysia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Language teacher; Sprachunterricht; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Schreibunterricht; Ausland; Case study; Fallstudie; Case Study; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher's efficacy in teaching and the performance of the students specifically for writing. Results show the teacher's beliefs of her students' capabilities and their language needs helped shape the teacher's instructional strategies. The teacher's efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher's beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher's beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01