English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The 2020 Covid-19 pandemic changed the delivery of many classes from face-to-face to online. This study was an attempt to investigate online English teaching self-efficacy by surveying 138 university English teachers in Japan during the pandemic. A survey with 30 Likert-scale items was developed to examine four latent constructs of online teaching self-efficacy: pedagogy, technology, communicative language teaching (CLT), and self-management. In addition, how these constructs correlated with each other as well as the relative contribution of the participants’ background variables and questionnaire subscales to overall self-efficacy were examined. Results showed that teachers were highly self-efficacious about teaching online especially with the integration of technology but were not self-efficacious to manage themselves online especially with time usage. In addition, multiple linear regression analysis showed that the four constructs predicted the participants’ overall self-efficacy, but their background variables did not impact their overall self-efficacy to teach online.2020年Covid-19パンデミックで多くの授業が対面からオンラインに切り替わった。本研究では、日本の138名の大学英語教員へのアンケート調査によるオンライン授業に対する自己効力感を調査した。30項目のリッカート尺度を用いた質問項目では、自己効力感の四つの潜在的構成要素教授法、テクノロジー、コミュニカティブ・ランゲージティーチング、自己管理を調べた。加えて、これらの構成要素間の相関関係を調べ、さらに潜在構成要素と教員層データがオンライン授業全体に対する自己効力感にどの程度影響するのか分析を行った。結果、英語教員はオンライン授業に対しての自己効力感が高いことが明らかになった。教員がテクノロジーに対して高い自己効力感を持ったものの、自己管理、特に時間の利用に対しては自己効力感が低かった。また回帰分析では、四つの構成要素は英語教員の全体的な自己効力感を説明するが、教員層データは影響を及ぼさないことがわかった。

Analyzing Japanese University English Teachers’ Self-Efficacy to Teach Online