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Purpose: This study was conducted to examine the speaking self-efficacy of pre-service teachers concerning different variables. Self-efficacy indicates the belief of an individual concerning the capacity of fulfilling a certain task. Self-efficacy perceptions strongly affect almost all dimensions of an individual’s life, the choices made, the efforts made in achieving a goal and the degree of anxiety. The ability of pre-service teachers to reach this awareness level in the speaking skill may affect their future life, education and business life positively. Research Methods: This study was conducted with the participation of 499 students receiving education in the Departments of Computer and Instructional Technologies, Science Education, Maths Education, Preschool Education, Classroom Education, Psychological Counseling and Guidance (PCG), Social Studies Education and Turkish Education at Kirsehir Ahi Evran University in the Faculty of Education in the spring term of the school year of 2017-2018. The screening model was used in this study aims to investigate the self-efficacy of pre-service teachers concerning the speaking skill. Findings: As a result of the analyses performed, the findings obtained in this study showed that the speaking self-efficacy perceptions of the pre-service teachers differentiated according to the variables including gender, type of program enrolled, number of books read in a year and residential area where the childhood was spent. There was a weak positive correlation with the habit of using social media. Implications for Research and Practice: Considering the findings obtained from this study, some suggestions were made to those concerned. It is suggested to investigate the speaking self-efficacy perceptions of the pre-service teachers after they start their profession; conduct more extensive studies using methods such as observation and interview, arrange learning environments where the pre-service teachers can develop their speaking skills and establish effective communication.