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dc.contributor.advisorPeker, Hilal
dc.contributor.authorEren, Gamze
dc.date.accessioned2020-06-22T06:20:46Z
dc.date.available2020-06-22T06:20:46Z
dc.date.copyright2020-06
dc.date.issued2020-06
dc.date.submitted2020-06-19
dc.identifier.urihttp://hdl.handle.net/11693/53656
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2020.en_US
dc.descriptionIncludes bibliographical references (leaves 95-109).en_US
dc.description.abstractThis quantitative study investigated the foreign language teaching anxiety and teacher self-efficacy perceptions of 53 native and 180 non-native teachers of English as a foreign language (EFL) in Turkish universities. The findings revealed low levels of anxiety and high levels of teacher self-efficacy among the participants. A weak to moderate negative correlation was found between the two constructs. Non-native teachers had significantly higher FL teaching anxiety than the natives; however, no significant difference was found in their perceived teacher self-efficacy. Female participants in both groups had significantly higher levels of anxiety and teacher self efficacy than the males. No other significant result was observed among the natives. However, significant differences in anxiety among the non-native participants were found in terms of age, major, and years of experience. Similarly, significant differences in teacher self-efficacy were observed in terms of major, years of experience, and students’ proficiency levels of the non-natives. Qualifications and last completed degree made no significant difference in anxiety or self-efficacy perceptions of native and non-native teachers.en_US
dc.description.statementofresponsibilityby Gamze Erenen_US
dc.format.extentxii, 126 leaves : charts ; 30 cm.en_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTeacher self-efficacyen_US
dc.subjectForeign language teaching anxietyen_US
dc.subjectNative EFL teachersen_US
dc.subjectNon-native EFL teachersen_US
dc.titleForeign language teaching anxiety and self-efficacy perceptions of native and nonnative EFL instructors at tertiary level institutionsen_US
dc.title.alternativeYükseköğretim kurumlarında yabancı dil olarak ingilizce öğreten, anadili İngilizce olan ve olmayan öğretim elemanlarının yabancı dil öğretme kaygısı ve öz-yeterlik algılarıen_US
dc.typeThesisen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US
dc.identifier.itemidB160304


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