The Relationship between Tertiary Level EFL Teachers’ Self-efficacy and their Willingness to Use Communicative Activities in Speaking

Abstract

This study aims at finding the possible relationship between academic self-efficacy beliefs of tertiary level EFL teachers and their willingness to use communicative activities in speaking classrooms. To do so, the data for the study were collected through two independent questionnaires; the first one was Teachers’ Sense of Efficacy Scale developed by Megan Tschannen-Moran and Anita Woolfolk Hoy (2001). The second one was COLTAS, an attitude scale with 36 statements developed to investigate teachers’ attitudes towards some aspects of CLT which was adopted from Eveyik (1999). The samples, 40 voluntary instructors (32 female and 8 male) from Giresun University and University of Turkish Aeronautical Association. The results suggest that there is statistically a positive correlation between self-efficacy beliefs of tertiary level EFL teachers and their willingness to use communicative activities. However there was not a significant relationship between them. The findings revealed that although they did not have an effect on each other, the teachers in this study had high levels of self-efficacy and great willingness to use communicative activities in their speaking classes.