A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature
This article reflects on the notion of self-effectiveness as a substantial aspect of language teachers in ESL/EFL contexts. It introduces and defines the construct of teacher self-effectiveness, which can be derived from four different sources; a) enactive experience, b) vicarious experiences, c) social persuasion, and d) physiological states. The present study takes into consideration various skills, knowledge, and exposure that ESL/EFL teachers need in order to apply communicative language teaching (CLT) techniques and improve learners linguistic competence. The review of literature brings into light a broad range of factors that might influence self-effectiveness beliefs of the teachers in a school context, and consequently their teaching outcomes. These factors include supportive organizational culture, collegial interactions, participation in continuous professional learning activities, high-level of English language proficiency, years of teaching experiences, and reflective pedagogical practices. It is also shown how self-efficacious teachers can impact EFL/ESL learners motivation and their academic achievement.
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CLT, EFL/ESL teachers, Learning outcomes, Self-effectiveness, Teacher education, TESOL professionals.
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(1) Arshad Ali Khan
Assistant Professor,Department of Linguistics and Communication,University of Management and Technology, Lahore, Punjab, Pakistan.
(2) Hussain Ahmad
Lecturer,English Language Institute,King Abdul-Aziz University, Jeddah, Saudi Arabia.
(3) Sayyed Rashid Ali Shah
Assistant Professor,Faculty of Language and Translation,King Khalid University, Abha, Saudi Arabia
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Cite this article
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APA : Khan, A. A., Ahmad, H., & Shah, S. R. A. (2019). A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature. Global Regional Review, IV(III), 283-292. https://doi.org/10.31703/grr.2019(IV-III).32
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CHICAGO : Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. 2019. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review, IV (III): 283-292 doi: 10.31703/grr.2019(IV-III).32
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HARVARD : KHAN, A. A., AHMAD, H. & SHAH, S. R. A. 2019. A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature. Global Regional Review, IV, 283-292.
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MHRA : Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. 2019. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review, IV: 283-292
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MLA : Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review, IV.III (2019): 283-292 Print.
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OXFORD : Khan, Arshad Ali, Ahmad, Hussain, and Shah, Sayyed Rashid Ali (2019), "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature", Global Regional Review, IV (III), 283-292
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TURABIAN : Khan, Arshad Ali, Hussain Ahmad, and Sayyed Rashid Ali Shah. "A Self-efficacious TESOL Professional in the Arabian Gulf: Evidence from the Literature." Global Regional Review IV, no. III (2019): 283-292. https://doi.org/10.31703/grr.2019(IV-III).32