A neglected area: Elementary school EFL education and teacher self-efficacy

Abstract

Most students begin learning foreign languages in elementary school, and yet little research is conducted in this area. This mixed-methods study investigated teacher self-efficacy (TSE) among 138 classroom elementary teachers in Japan tasked with teaching English as a foreign language (EFL). Policymakers promote EFL in their schooling systems, but with a lack of specialist EFL teachers, many classroom teachers must conduct lessons. This study began by developing a measure of TSE specially designed for elementary school teachers who teach EFL, and then investigating factors that predict TSE. Rasch analysis was used for initial validation, and a regression model was constructed to determine predictors of TSE. Results suggested the questionnaire was unidimensional, and the regression showed that English teaching experience was the strongest predictor of TSE, with study of English outside of formal education also a significant predictor. Interview data with eight participants revealed teachers were confident about teaching the content, but expressed apprehensions about their EFL teaching skills, being a role model for learning, and that certain contextual factors affected their engagement with the subject.