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

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 t...

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Bibliographic Details
Published in:Frontiers in psychology 2021-08, Vol.12, p.717129-717129
Main Authors: Liu, Honggang, Chu, Wenxiu, Wang, Ye
Format: Article
Language:English
Subjects:
instructional self-efficacy
livestream English teaching
Psychology
senior high school teachers
teacher self-efficacy
technological self-efficacy
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Summary: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.
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.717129