Teachers’ self-efficacy and beliefs regarding grammar-translation method: Teaching writing at school level
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Date
2020-04Publisher
Brac UniversityAuthor
Tabassum, AnikaMetadata
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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.