Teachers’ self-efficacy and beliefs regarding grammar-translation method: Teaching writing at school level

Abstract

In teaching a language, the teacher plays a vital role since the way they portray their expertise in teaching, manage classrooms or address the learners will have an impact on the final outcome. Because of this, teachers’ self-efficacy beliefs have been a great area of interest for the researchers and this concept has been combined with various aspects in order to find out a teaching-learning scenario and its success rate in many places. The present research has adopted a qualitative method to collect data from six teachers of Bangladesh (four from Dhaka, and two from Tangail and Borguna respectively) to find out teachers’ self-efficacy and beliefs regarding the grammar-translation method in teaching writing skills. The analysis provided in this research paper highlights how language teachers’ previous learning experience, self-confidence, content knowledge, methodological preference and sociocultural factors enable them to teach a language in a productive way.