International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(3) 297-308

Analyzing Perceived Listening Self-Efficacy of Pre-Service Teachers

Nahi̇de İrem Azi̇zoğlu

pp. 297 - 308   |  DOI: https://doi.org/10.29329/ijpe.2022.439.19   |  Manu. Number: MANU-2202-17-0006.R2

Published online: June 01, 2022  |   Number of Views: 10  |  Number of Download: 33


Abstract

Listening, which is one of the four basic language skills, affects not only the academic success of individuals but also their communication in daily life. Effective use of listening skills is essential for achieving interpersonal communication and for allowing individuals to gain new knowledge. Listening self-efficacy of individuals is a variable that affects their perspective on listening and their understanding of what they are listening. This study thus aims to determine the listening self-efficacy levels of pre-service teachers and to examine their listening self-efficacy by gender, department, grade level, and academic grade point average. To do so, it draws on descriptive survey method. Its universe consists of pre-service teachers studying at Faculty of Education, Sakarya University. Its sample includes 561 volunteer pre-service teachers studying in different departments at Faculty of Education, Sakarya University, who are selected through stratified sampling method. The data were collected using the Perception of Listening Self-Efficacy scale designed by Kurudayıoğlu and Kana in 2013. The findings of this study indicate that the female pre-service teachers have higher levels of listening self-efficacy, that grade level and GPA increase as listening self-efficacy increases, and that departments affect listening self-efficacy.

Keywords: Listening, Self-Efficacy, Listening Self-Efficacy


How to Cite this Article?

APA 6th edition
Azi̇zoglu, N.I. (2022). Analyzing Perceived Listening Self-Efficacy of Pre-Service Teachers . International Journal of Progressive Education, 18(3), 297-308. doi: 10.29329/ijpe.2022.439.19

Harvard
Azi̇zoglu, N. (2022). Analyzing Perceived Listening Self-Efficacy of Pre-Service Teachers . International Journal of Progressive Education, 18(3), pp. 297-308.

Chicago 16th edition
Azi̇zoglu, Nahi̇de Irem (2022). "Analyzing Perceived Listening Self-Efficacy of Pre-Service Teachers ". International Journal of Progressive Education 18 (3):297-308. doi:10.29329/ijpe.2022.439.19.

References
  1. Arslan, A. (2017). Ortaokul öğrencilerinin dinleme kaygıları ve akademik özyeterlik inançlarının çeşitli değişkenler açısından incelenmesi. International e-Journal of Educational Studies (IEJES), 1(1), 12-31. http://dx.doi.org/10.31458/iejes.399014   [Google Scholar]
  2. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar]
  3. Bandura, A. (2004). Swimming against the mainstream: The early years from chilly tributary to transformative mainstream. Behaviour Research and Therapy, (42), 613–630. https://doi.org/10.1016/j.brat.2004.02.001  [Google Scholar] [Crossref] 
  4. Bernhardt, S. (1997). Self-efficacy and second language learning. The NCLRC Language Resource, 1(5), 1-13. [Google Scholar]
  5. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Pegem A Yayınları. [Google Scholar]
  6. Clark, C. (2011). Boys, girls and communication: Their views, confidence and why these skills matter. National Literacy Trust. https://files.eric.ed.gov/fulltext/ED521657.pdf [Google Scholar]
  7. Demir, S. (2017). An evaluation of oral language: The relationship between listening, speaking and self-efficacy. Universal Journal of Educational Research, 5(9), 1457-1467. https://doi.org/10.13189/ujer.2017.050903  [Google Scholar] [Crossref] 
  8. Demircan, U., & Aydın, İ. S. (2019). Ortaokul öğrencilerinin dinleme/izleme öz-yeterliklerinin çeşitli değişkenlere göre incelenmesi. Kastamonu Eğitim Dergisi, 27(4), 1517-1527. https://doi.org/10.24106/kefdergi.3119   [Google Scholar] [Crossref] 
  9. Doğan, Y. (2011). Dinleme eğitimi. Pegem A. [Google Scholar]
  10. Epçaçan, C. (2013). Temel bir dil becerisi olarak dinleme ve dinleme eğitimi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (11), 331-352. [Google Scholar]
  11. Field, J. (2008). Listening in the language classroom. Cambridge University Press. [Google Scholar]
  12. Gerez-Taşgın, F. (2019). Türkçe öğretmeni adaylarının dinleme ve okuma öz yeterlikleri ile öğrenme stillerinin incelenmesi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(5), 209-222. http://dx.doi.org/10.18506/anemon.520726  [Google Scholar]
  13. Gosselin, J. T., & Maddux, James E. (2003). Self-efficacy. M. R. Leary & J. P. Tangney (Eds.), In handbook of self and identity (pp. 218-238). The Guilford Press. https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1017&context=psych_fac [Google Scholar]
  14. Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10(2), 113-117. http://dx.doi.org/10.1016/j.jeap.2011.04.001  [Google Scholar]
  15. Güneş, F. (2013). Türkçe öğretimi yaklaşımlar ve modeller. Pegem A Yayıncılık. [Google Scholar]
  16. Heslin, P. A., & Klehe, U. C. (2006). Self-efficacy. S. G. Rogelberg (Ed.), In encyclopedia of industrial/organizational psychology (pp. 705-708). Sage. https://www.researchgate.net/profile/Peter-Heslin/publication/228210952_Self-efficacy/links/09e4150e7a1b51924e000000/Self-efficacy.pdf [Google Scholar]
  17. Imhof, M. (2008). What have you listened to in school today? The International Journal of Listening, 22(1), 1-12. http://dx.doi.org/10.1080/10904010701802121  [Google Scholar]
  18. Kassem, H. M. (2015). The relationship between listening strategies used by Egyptian EFL college sophomores and their listening comprehension and self-efficacy. English Language Teaching, 8(2), 153-169. http://dx.doi.org/10.5539/elt.v8n2p153 [Google Scholar]
  19. Kurudayıoğlu, M., & Kana, F. (2013). Türkçe öğretmeni adaylarının dinleme becerisi ve dinleme eğitimi özyeterlik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 245-258. [Google Scholar]
  20. Lundsteen, S. (1971). Listening: Its impact on reading and the other language arts. Urbana. [Google Scholar]
  21. Maden, A. (2020). Dinleme öz yeterlik algısı üzerine bir araştırma: Öğretmen adayları örneği. Sosyal Bilimler Araştırmaları Dergisi, 15(1), 59-69. [Google Scholar]
  22. Maden, A. (2021). Dinleme öz yeterlik algısı ile kaygı arasındaki ilişkinin incelenmesi: Öğretmen adayları örneği. Kuram ve Uygulamada Sosyal Bilimler Dergisi, 5(2), 263-278. https://doi.org/10.48066/kusob.1004617  [Google Scholar] [Crossref] 
  23. Magogwe, J., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and selfefficacy beliefs: A study of language learners in Botswana. System, (35), 338-352. https://doi.org/10.1016/j.system.2007.01.003 [Google Scholar] [Crossref] 
  24. Melanlıoğlu, D. (2012). Dinleme becerisine yönelik ölçme değerlendirme çalışmalarında üstbiliş stratejilerinin kullanımı. Turkish Studies, 7(1), 1583-1595. [Google Scholar]
  25. Mersand, J. (1951). Why teach listening? The English Journal, 40(5), 260-265. [Google Scholar]
  26. Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign language annals, 39(2), 276-295. [Google Scholar]
  27. Nasrollahi-Mouziraji, A., & Birjandi, P. (2016). Motivational beliefs, self-regulation and EFL listening achievement: A path analysis. Journal of Teaching Language Skills (JTLS), 35(3), 91-118. [Google Scholar]
  28. Oduolowu, E., & Akintemi, E. O. (2014). Effect of storytelling on listening skills of primary one pupil in Ibadan North local government area of Oyo state, Nigeria. International Journal of Humanities and Social Science, 4(9), 100-107. [Google Scholar]
  29. Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. http://people.wku. edu/richard.miller/banduratheory.pdf  [Google Scholar]
  30. Rahimi, M., & Abedi, S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. Procedia-Social and Behavioral Sciences, (98), 1454-1460. http://dx.doi.org/10.1016/j.sbspro.2014.03.565  [Google Scholar]
  31. Rankin, P. (1928). The importance of listening ability. The English Journal, 17(8), 623-630. [Google Scholar]
  32. Robertson, A. K. (2002). Etkili dinleme. Hayat Yayınları. [Google Scholar]
  33. Schunk, D. (2003). Self-Efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, (19), 159-172. https://doi.org/10.1080/10573560308219 [Google Scholar] [Crossref] 
  34. Snyder, C. R., & Lopez, S. (2002). Handbook of positive psychology. Oxford University Press. [Google Scholar]
  35. Wolvin, A. D., & Coakley, C. G. (2000) Listening education in the 21st century. International Journal of Listening, 14(1), 143-152. http://dx.doi.org/10.1080/10904018.2000.10499040 [Google Scholar]
  36. Yabukoshi, T. (2018). Self-regulation and self-efficacy fort he improvement of listening proficiency outside the classroom. The Language Learning Journal, 1-14. http://dx.doi.org/10.1080/09571736.2018.1472626  [Google Scholar]
  37. Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), In handbook of self-regulation (pp. 13-39). San Diego CA Academic Press. [Google Scholar]
  38. Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents’ development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. F. Pajares & T. Urdan (Eds.), In self-efficacy beliefs of adolescents (pp. 45-69). Information Age. https://www.uky.edu/~eushe2/Pajares/ZimmermanClearyAdoEd5.pdf [Google Scholar]