Analyzing Perceived Listening Self-Efficacy of Pre-Service Teachers

Abstract

Listening, which is one of the four basic language skills, affects not only the academic success of individuals but also their communication in daily life. Effective use of listening skills is essential for achieving interpersonal communication and for allowing individuals to gain new knowledge. Listening self-efficacy of individuals is a variable that affects their perspective on listening and their understanding of what they are listening. This study thus aims to determine the listening self-efficacy levels of pre-service teachers and to examine their listening self-efficacy by gender, department, grade level, and academic grade point average. To do so, it draws on descriptive survey method. Its universe consists of pre-service teachers studying at Faculty of Education, Sakarya University. Its sample includes 561 volunteer pre-service teachers studying in different departments at Faculty of Education, Sakarya University, who are selected through stratified sampling method. The data were collected using the Perception of Listening Self-Efficacy scale designed by Kurudayıoğlu and Kana in 2013. The findings of this study indicate that the female pre-service teachers have higher levels of listening self-efficacy, that grade level and GPA increase as listening self-efficacy increases, and that departments affect listening self-efficacy.