چکیده:
The present study was conducted to examine the relationship between the self-supervision and the self- efficacy of Iranian EFL teachers and also the relationship between the self-supervision and the self- efficacy of intermediate adult learners individually. To this end, 40 EFL teachers and 55 intermediate adult learners were selected from two branches of Kish Language Institute. In this study, "Self- Supervision checklists" were formed separately for the teachers and the learners to collect data. Common European Framework (CEF) and that of the Association of Language Testers in Europe (ALTE), the two internationally standard scales were used as learners‟ checklists. Besides, an independent t-test was run to determine the statistical difference between the means on two sets of scores: the teachers‟ self-supervision and the institutional supervision; the learners‟ self-supervision and the institutional assessment. Data analysis and statistical calculations revealed a positive relationship between the teachers‟ self-supervision and their self-efficacy in language teaching, and it also showed a positive relationship between the learn- ers‟ self-supervision and their self-efficacy in their language learning.
خلاصه ماشینی:
"Keywords: self-efficacy, autonomy, self-supervision Introduction The earlier works of the researchers such as Medgyes (1994), Braine (1999), and Liu (1999, 2001, and 2007, cited in Dunn & Rakes, 2010) demonstrate the challenges nonnative English speaking teachers and EFL learners face in an overall framework of training and learning.
On the other hand, to do the research on the self- efficacy of the teachers through self- supervision, 40 teachers were chosen among the qualified ones teaching at intermediate levels at several branches of Kish Institute in Tehran where their supervisors could be helpful to give confidential reports on the teachers' institutional observations.
As a matter of fact, ac- cording to the recent research, teachers with higher sense of self-efficacy are likely to have a positive classroom environment, support stu- dents‟ ideas, and address students‟ needs: "Teachers‟ self-efficacy is a significant predictor of students‟ achievements" (Ashton and Webb, 1986, cited in Schunk, 2004, p.
However, it should be noted that the only tool in this research was the application of check lists at regular intervals, though it is suggested that further studies should also include other qualita- tive tools such as interviews, exchange of the learners‟ scores between branches, teachers‟ les- son plans and teachers‟ and learners‟ class diaries which might help and provide further insights into the self-assessment, self-supervision which leads to the self-efficacy of specific groups of teachers and learners."