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This study investigates how teachers’ self-efficacy about teaching reading and writing, teaching experience, and native language shape their perceived selection of EFL literacy instructional components. Data from 167 Israeli EFL elementary teachers show a weak correlation between self-efficacy and instructional approach, while experience and native language do not affect component selection or self-efficacy. Teacher education should provide theory to all types of EFL teachers to support more effective literacy instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/efl-literacy-teaching-in-relation-to-teachers-self-efficacy-experience-and-native-language-article-6/593985/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/efl-literacy-teaching-in-relation-to-teachers-self-efficacy-experience-and-native-language-article-6/593985.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study investigating regarding EFL literacy instruction?","Question",{"text":112,"@type":113},"The study examines how teachers perceive components of EFL literacy instruction in relation to their self-efficacy, teaching experience, and native language.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers participated in the study?",{"text":117,"@type":113},"One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about teacher self-efficacy and teaching choices?",{"text":121,"@type":113},"Results indicated a weak correlation between teachers’ self-efficacy and their instructional approach, while teaching experience and native language did not influence component selection or self-efficacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593985,1792210615,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 1 | Article 6 |\n| --- | --- |\n| 2021\u003Cbr>EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language\u003Cbr>Stephanie Fuchs\u003Cbr>Gordon College of Education, Israel, [stephanie@gordon.ac.il](stephanie@gordon.ac.il)\u003Cbr>Tami Katzir\u003Cbr>University of Haifa, Israel, [katzirta@gmail.com](katzirta@gmail.com)\u003Cbr>Janina Kahn-Horwitz\u003Cbr>Oranim College of Education, Israel, [janina_k@oranim.ac.il](janina_k@oranim.ac.il)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education and Teaching Commons, and the Language and Literacy Education Commons |  |\n\nRecommended Citation  \nFuchs, S., Katzir, T., & Kahn-Horwitz, J. (2021) . EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language. Australian Journal of Teacher Education, 46(1) .  \n[http://dx.doi.org/10.14221/ajte.202v46n1.6](http://dx.doi.org/10.14221/ajte.202v46n1.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss1/6](https://ro.ecu.edu.au/ajte/vol46/iss1/6)  \nEFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and  \nNative Language  \nStephanie Fuchs  \nUniversity of Haifa, Israel; Gordon College of Education, Israel  \nTami Katzir  \nUniversity of Haifa, Israel  \nJanina Kahn-Horwitz  \nOranim College of Education, Israel  \nAbstract: English as a foreign language (EFL) literacy is necessary for the career success of non-English speaking students. Many students lack adequate EFL literacy skills which may indicate a gap between EFL literacy instruction theory and practice. Teachers’ self-efficacy regarding their ability to teach reading and writing, years of teaching experience, and/or native language may influence their selection of componentsfor EFL  \nliteracy instruction. This study examines these components as they are perceived by teachers. One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires. Findings showed a weak correlation between teachers’ self-efficacy and their instructional approach.  \nTeaching experience and teachers’ native language did not influence their selection of EFL literacy instructional components or their sense of selfefficacy regarding their ability to teach reading and writing. Providing theoretical knowledge in teacher education to all types of EFL teachers may lead to more effective literacy instruction.  \nIntroduction  \nSchools in Israel emphasize the acquisition of literacy in English as a foreign language (EFL) because it is a requirement for entry into higher education and is crucial for international communication, business, and travel (Kahn-Horwitz, 2016) . Children are expected to acquire EFL reading and writing ability by the end of the sixth grade. However, the literacy level achieved by many students does not enable them to become independent English readers by the time they finish elementary school. This may be the result of a gap between EFL literacy theory and practices. Inadequate literacy instruction in elementary school may be due to, among other reasons, a lack of awareness of the theory-based teaching components required for effective literacy instruction (Moats, 2014) . Teachers have demonstrated a low sense of self-efficacy regarding their ability to teach reading and writing to all children, including those experiencing difficulties (Bamanger & Gashan, 2014; Borg, 2003; Mills, 2011; Swanson, 2013) . In addition, studies have shown that years of teaching experience (Gatbonton, 2008; Mills, 2011; Swanson, 2013) and teachers’ native language (Arva & Medgyes, 2000; Choong, 2006; Cook, 2002) may influence EFL teachers’ selection of literacy instruction components. The relation","cbCaikcXsOB9Qgo1","https://ap.wps.com/l/cbCaikcXsOB9Qgo1","pdf",347215,18,"English","# Abstract\n# Introduction\n## Teacher Self-Efficacy in EFL","[{\"question\":\"What is the study investigating regarding EFL literacy instruction?\",\"answer\":\"The study examines how teachers perceive components of EFL literacy instruction in relation to their self-efficacy, teaching experience, and native language.\"},{\"question\":\"How many teachers participated in the study?\",\"answer\":\"One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires.\"},{\"question\":\"What did the findings show about teacher self-efficacy and teaching choices?\",\"answer\":\"Results indicated a weak correlation between teachers’ self-efficacy and their instructional approach, while teaching experience and native language did not influence component selection or self-efficacy.\"}]","EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language - Article 6 | PDF",1792078316,45]