PRE-SERVICE EFL TEACHERS’ SELF-EFFICACY BELIEFS, GOAL ORIENTATIONS, AND PARTICIPATIONS IN AN ONLINE LEARNING ENVIRONMENT

Abstract

This study examined the pre-service EFL teachers’ self-efficacy beliefs, goal orientations, and participations in an online learning environment. Embedded mixed design was used in the study. In the quantitative part of the study, the participants were 186 senior pre-service EFL teachers and data were collected on two scales and a questionnaire. Qualitative data were collected in form of one-on-one interviews from 2 pre-service EFL teachers, the most representative of the population, to understand the motivation and behaviour variables. The findings of this research revealed that pre-service EFL teachers’ self-efficacy believes are high but fragile. However, some of the participants had more than one goal orientation. The mastery and performance oriented pre-service teachers displayed different characteristics of motivation. Moreover, few of the pre-service EFL teachers participate in the online learning environment. Results also showed several positive associations between teachers’ goal orientations and self-efficacy beliefs. The results as well as their implications are discussed and suggestions for future research are presented.