Language Teachers’ Self-efficacy Beliefs - Literature Review 2005-2016 - Article 6

Oct 15, 2026

Research into language teachers’ self-efficacy (LTSE) beliefs, a domain-specific branch of teachers’ self-efficacy (TSE) research, has developed over the past 16 years. Despite its emergence, the field has not been described in depth, and many summaries remain brief. This literature review identifies key characteristics of LTSE beliefs research, evaluates methodologies used to elicit LTSE beliefs, and draws implications for teacher education and future quantitative, qualitative, and mixed-methods research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Abstract

Introduction

Teachers’ self-efficacy and domain specificity

Challenges to LTSE beliefs

Need for synthesis and review aim

Australian Journal of Teacher Education | Volume 43 | Issue 4 | Article 6 | | --- | --- | | 2018
Language Teachers’ Self-efficacy Beliefs: AReview of the Literature (2005-2016)
Mark Wyatt
Petroleum Institute, Khalifa University of Science and Technology, Abu Dhabi, UAE, [dr.markwyatt@gmail.com](dr.markwyatt@gmail.com) | | Recommended Citation Wyatt, M. (2018). Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016). Australian Journal of Teacher Education, 43 (4). Retrieved from [http://ro.ecu.edu.au/ajte/vol43/iss4/6](http://ro.ecu.edu.au/ajte/vol43/iss4/6) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol43/iss4/6](http://ro.ecu.edu.au/ajte/vol43/iss4/6) Australian Journal of Teacher Education Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) Mark Wyatt Khalifa University of Science and Technology, UAE Abstract: Research into language teachers’ self-efficacy (LTSE) beliefs, a domain-specific branch of research into teachers’ self efficacy (TSE) beliefs in general education, has emerged in the past 16 years. To date, though, this emergent domain-specific research field has not been described in depth, with most accounts of it summarised very briefly, even in published research that provides empirical data relating to the specific topic of LTSE beliefs. Guided by a synthetic research ethic, this literature review aims to explore the gap. It highlights the characteristics of this LTSE beliefs research field, discussing the methodology employed by various studies that have elicited LTSE beliefs, indicating their areas of focus and evaluating what can be learned from them. Finally, it raises implications for teacher education and highlights potential research directions for quantitative, qualitative and mixed methods designs, offering suggestions that may benefit (teacher-educator) researchers. Introduction On the basis that “among the types of thoughts that affect action, none is more central or pervasive than people's judgements oftheir capabilities to deal effectively with different realities" (Bandura, 1986, p. 21), there has been considerable interest in teachers’ selfefficacy (TSE) beliefs for several decades. However, only comparatively recently (over the last 16 years) has there been much focus on language teachers’ self-efficacy (LTSE) beliefs. This is a development that has mirrored changing approaches to studying TSE beliefs themselves; the domain-specificity of these beliefs has increasingly been recognised by researchers. Klassen et al.’s (2011) review of 218 studies, for example, highlights that TSE beliefs studies focusing on particular subjects taught have recently been more in evidence; these subjects include Science, Maths, Technology, Physical Education, and Language and Literacy; the last of these subject areas was represented in their sample by four studies. Amongst the various potential domains, the TSE beliefs of language teachers (particularly foreign language teachers) may be of particular interest. This is because these beliefs may unfortunately be threatened in very specific ways, for example regarding linguistic competence. This may be the case with non-native speakers feeling themselves being measured pejoratively against native norms, for example regarding pronunciation or conversational fluency, which can impact how they feel about using the language in class for instructional purposes. However, it can also affect monolingual native speakers, since these teachers are sometimes criticised publicly in academic discourse for their inability to access the first languages of their learners (Dörnyei & Ushioda, 2011); such teachers may feel awkward about being unable to use their learners’ mother tongues for purposes such as translating key lexis or explaining grammar. Other challenges to LTSE beliefs might include poor learner motivation in many foreign

FAQs

What does the review focus on regarding language teachers’ self-efficacy?

The review examines research on language teachers’ self-efficacy (LTSE) beliefs and how this domain-specific field has developed over the past 16 years.

Why does the review consider a gap in the LTSE beliefs literature?

The review notes that most descriptions summarize the field very briefly and that there is no comprehensive synthesis of LTSE beliefs research.

What methodology scope does the review evaluate across studies?

The review highlights methodologies used by various studies to elicit LTSE beliefs, identifies research areas of focus, and assesses what can be learned from them.

Oct 15, 2026

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