Haque, Mohammad MahmudulTabassum, Anika2021-03-152021-03-1520202020-04ID: 18263005http://hdl.handle.net/10361/14352Cataloged from PDF version of thesis.Includes bibliographical references (pages 42-48).This thesis report is submitted in partial fulfilment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2020.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.49 pagesen-USBrac University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.Language teacher’s self-efficacy beliefsGrammar-translation methodWriting skillThesis