2.2.6. English Language Self Efficacy Studies In the scope of EFL and ESL literature, there have been numerous studies concerning English Language Self Efficacy. These studies basically regard learners’ self efficacy levels and their correlations with peripheral components of foreign language learning environments; yet, the studies mentioned below also comprise external variables. Although, many of English language self efficacy studies reveal positive relationship among variables, there are in small number of exemptions.
2.2.6.1. English Language Self Efficacy Studies Done Abroad The study of Siew & Wong (2005: 245) explored the possible relationship between language learning strategies and language self efficacy of graduate pre-service teachers. In addition to questionnaires, interviews were used as data collection tool. Their studies included 74 pre-service teachers in Malaysia. The study
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However, taking into account of directors and instructors’ English language self efficacy beliefs could be an important milestone for effective foreign language teaching. Within this scope, Aliş (2008: 3) searched for the attitudes of preparatory school EFL instructors’ English language self efficacy beliefs and their professional experiences to Communicative Language Teaching (CLT). Participants of this study Aliş (2008: 3) comprised 48 EFL instructors and for data collection, Attitude Scale for CLT (Eveyik, 1999), Self Efficacy Scale for EFL (Büyükduman, 2006) were used. The findings of the study revealed that attitudes of instructors towards CLT from the aspect of English language self efficacy and professional experiences did not make any change (Aliş, 2008: 3). In that study there was only one positive correlation which was between reading sub-skill of self efficacy and peer correction in CLT attitudes (Aliş, 2008: