1. International Forum on English Language Teaching, University of Porto Ana Fernández Viciana University of Oviedo

2. Self efficacy: Believing in me, I believe in you The little engine that could

3. Self efficacy: Believing in me, I believe in you https://www.youtube.com/watch?v=5TPUwrURo6M

4. Self efficacy: Believing in me, I believe in you How was the little engine able to face this challenge and succeed in it?

5. Self efficacy: Believing in me, I believe in you There are many things that we can do if only we try If only we say ‘I think I can’

6. Self efficacy: Believing in me, I believe in you “If I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning”.

7. Self – efficacy: Believing in me, I believe in you Self – efficacy

8. Self efficacy: Believing in me, I believe in you What is self – efficacy?

9. Self – efficacy: Believing in you, I believe in me “The beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments”. Bandura (1977)

10. Self – efficacy: Believing in you, I believe in me To set a goal To persevere to see oneself capable of achieving it!!

11. Self – efficacy: Believing in you, I believe in me influenced by … … determine the environment our beliefs our behavioursour choices internal personal factors (cognitive, affective, and biological processes) our actions

12. Self – efficacy: Believing in you, I believe in me We can relate self – efficacy to teachers…

13. Self – efficacy: Believing in you, I believe in me How do you feel about our own English? How enthusiastic do you feel about teaching English?

14. Self efficacy: Believing in you, I believe in me SURVEY

15. Self efficacy: Believing in you, I believe in me How do the results of the survey relate to your own feelings of self – efficacy? What issues emerge from them as English teachers?

16. Self – efficacy: Believing in you, I believe in me Why is it important in our profession? Why should teachers have a high sense of self – efficacy?

17. Self – efficacy: Believing in you, I believe in me Higher levels of teaching efficacy have been associated with higher students’ test scores and achievement motivation students’ self – efficacy

18. Self – efficacy: Believing in you, I believe in me Efficacious teachers  Persist with struggling students  Criticize less after incorrect student’s answers  Show adaptability when faced with classroom challenges  Understand that capabilities to teach have a direct impact on teaching practices  Believe that difficult students can be teachable if the teacher makes an extra effort  Tend to experiment with  Methods of instruction  Instructional materials  Show a high professional commitment

19. Self – efficacy: Believing in you, I believe in me Self – efficacy is also related to our students

20. Self – efficacy: Believing in you, I believe in me Teachers can help children develop their self – efficacy by reinforcing their strengths helping them identify steps or paths to achieve their goals

21. Self – efficacy: Believing in you, I believe in me Let’s identify the sources of self – efficacy.

22. Self – efficacy: Believing in you, I believe in me Mastery experiences Bandura (1986, 1997) Vicarious experiences Tschannen Mora Et al. (1998) Verbal persuasion Physiological arousal

23. Self – efficacy: Believing in you, I believe in me Mastery experiences The idea of how well or badly we are capable of doing an action

24. Self – efficacy: Believing in you, I believe in me I passed!

25. Self – efficacy: Believing in you, I believe in me Vicarious learning experiences Observing others performing actions help us judge ourselves how well or badly we can do it

26. Self – efficacy: Believing in you, I believe in me If Tommy can ski, I can ski too!

27. Self – efficacy: Believing in you, I believe in me Verbal persuasion Our beliefs are influenced by the appraisals we receive, especially from peers, parents, or friends.

28. Self – efficacy: Believing in you, I believe in me Superb! You are really good at it!

29. Self – efficacy: Believing in you, I believe in me Physiological arousal Feelings of anxiety, stress, and change of mood.

30. Self – efficacy: Believing in you, I believe in me The person who experiences a positive emotion is able to face situations with a positive attitude

31. Self – efficacy: Believing in you, I believe in me

32. However, negative attitudes affect our performances

33. Self – efficacy: Believing in you, I believe in me

34. This is related to Krashen’s Affective filter hypothesis

35. Self – efficacy: Believing in you, I believe in me It’s an invisible psychological filter that can Facilitate Hinder language production and learning

36. Self – efficacy: Believing in you, I believe in me If the affective filter is high learners experience Anxiety Stress Lack of confidence

37. Self – efficacy: Believing in you, I believe in me If the affective filter is low, learners are less concerned motivated to learn

38. Self – efficacy: Believing in you, I believe in me The affective filter can be raised or lowered as a result of The environment Interactions with peers or teachers Personal factors such as insecurity or anxiety

39. Self – efficacy: Believing in you, I believe in me How do you create an environment that lowers the learners’ affective filter? What type of interactions do you promote?

40. Self – efficacy: Believing in you, I believe in me Some suggestions … Create a positive atmosphere Develop comprehensible and meaningful activities that invite them to communicate Praise your students to build self - efficacy

41. Self – efficacy: Believing in you, I believe in me Make sure the input is comprehensible Respect the silent period of each child Let them observe their peers’ performances

42. Self – efficacy: Believing in you, I believe in me Set goals that your students are able to achieve. Take time to show them how well they have done it!

43. Self – efficacy: Believing in you, I believe in me Ana Fernández Viciana anafervic@facultadpadreosso.es (University of Oviedo) REFERENCES Bandura, A. (1977). Self – efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84 (2), 191 – 215. Chacón, C. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257 – 272. Chacón, C. (2006). Las creencias de autoeficacia: un aporte para la formación del docente de inglés. Acción Pedagógica, 15, 44 – 54. Moon, J. (2000). Children Learning English. Oxford: MacMillan Heinneman English Language Teaching. Pajares, F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62 (3), 307 – 332. Tschannen – Moram, M., Woolfolk Hoy, A., and Hoy, W. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research (68), 202 – 248.

44. Self – efficacy: Believing in you, I believe in me