Building the Self-Efficacy Beliefs of English Language Learners and Teachers

1. 1. Building English language learnersâ and teachersâ self-efficacy beliefs Part 1: Synthesizing the literature to expand understanding of language teachersâ self-efficacy beliefs 2. Language teacher self-efficacy surveys: What have we learned? Where are we going? 3. Language teachersâ self-efficacy beliefs in the Turkish EFL context Part 2: Exploring factors impacting the development of English language teachersâ self-efficacy beliefs 4. The formation of pre-service language teachersâ self-efficacy beliefs: A case study 5. Novice EFL teachersâ self-efficacy beliefs in the first year: an insight into the impact of task-, domain-, and context-specific factors upon perceptions of efficacy 6. Language teachersâ self-efficacy beliefs evident in teacher-supervisor post-observation conferences in Iran 7. Support for career-long development of LTSE beliefs: Two Chinese EFL teachersâ stories of professional development 8. Growing teacher research efficacy beliefs through Exploratory Practice: An autoethnography Part 3: Investigating domain-specific dimensions of English language learnersâ and teachersâ self-efficacy beliefs 9. âIâm not a walking dictionaryâ: Unpacking English language teachersâ self-efficacy beliefs about teaching vocabulary 10. An exploratory study on teachersâ and learnersâ self-efficacy beliefs in foreign language listening in Algeria 11. Changes in the academic writing self-efficacy beliefs of students in transition from high school to an English medium instruction university programme in Japan 12. Exploring language self-efficacy beliefs and technology-based learning strategies in an increasingly digitalized world Epilogue 13. Researching the self-efficacy beliefs of language learners and teachers: The roads ahead