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Teachers’ classroom practices and sense of self-efficacy towards using instructional strategies in teaching speaking skills: A Case study
Abstract
This paper is a qualitative case study exploring seven English language teachers' class room practices and self-efficacy beliefs towards using instructional strategies in teaching speaking skills. The research site, 'Hidar' 11 secondary school, was selected using a convenient sampling technique, and the participants were selected using purposive sampling. I collected the data over classroom observations and semi structured interviews. I observed each of the four participants seven times, and I had six observations for each of the rest. I managed a stimulated recall interview after each couple of observations; then, I had the final interview following the last stimulated recall one. All interviews engrossed on teacher participants' sense of self-efficacy beliefs. Most participants said they were inefficacious in using teaching speaking instructional strategies, while others said they were effective. The speaking lessons showed that participants who said they were effective in using speaking instructional approaches performed better than those who believed ineffective. In addition, participants' self efficacy beliefs influence teachers' expectations and actions. Teachers can develop good practices of teaching speaking skills with self-confidence if regular long-term and short term training programs are prepared and conducted. Teachers' Training Institutions need to prepare or give teachers to deal with teaching difficulties and related issues.
