Although the present study has yielded findings that have both theoretical and pedagogical implications, there are still some limitations inherent in the study. First, since antecedents of teachers’ self-efficacy and motivational strategies explored in this study are limited concerning the feasibility of survey research, the results of the study should be cautiously interpreted. To be more specific, the findings of the impacts of antecedents on teachers’ self-efficacy and those of teachers’ self-efficacy on teachers’
motivational teaching behaviors can only be generalized to the future studies with similar research contexts. Different antecedents and motivational strategies investigated in research may lead to different results. Hence, researchers in the future can do some replicated studies to further validate the validity and reliability of the present study. Moreover, further research is encouraged to explore some new antecedents and motivational strategies in an attempt to understand more about the relationship between antecedents and teachers’ self-efficacy and between teachers’
self-efficacy and their use of strategies to motivate students.
The second limitation concerns the instrument of data collection adopted in this study. Since this research is a quantitative study in which a survey of antecedents of teachers’ self-efficacy, teachers’ self-efficacy perceptions, and teachers’ use of motivational strategies was conducted, the interpretations of findings may be limited by these quantitative instruments. Thus, in order to overcome the shortcomings of quantitative data, future research is encouraged to incorporate some qualitative data collection methods such as interviews or classroom observation into the study.
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APPENDIX A---The Item Pool of the Measure of EFL Teachers’ Self-Efficacy and Teachers’ Language Proficiency
EFL Teachers’ Perceived Self-efficacy
Right now in my present EFL class, to what extent do I believe in my capabilities to…
Efficacy for student engagement
1. get students to believe they can do well in schoolwork 2. help my students value learning
3. motivate students who show low interest in schoolwork 4. assist families in helping their children do well in school 5. improve the understanding of a student who is failing 6. help my student think critically
7. foster student creativity
8. get through to the most difficult students Efficacy for classroom management
9. control disruptive behavior in the classroom 10. get children to follow classroom rules 11. calm a student who is disruptive or noisy
12. establish a classroom management system with each group of students 13. keep a few problem students from ruining an entire lesson
14. respond to defiant students
15. make your expectation clear about student behavior 16. establish routines to keep activities running smoothly Efficacy for instructional strategies
17. use a variety of assessment strategies
18. provide an alternative explanation or example when students are confused 19. craft good questions for my students
20. implement alternative teaching approaches in my classroom 21. respond to difficult questions from my students
22. adjust my lessons to the proper level for individual students 23. gauge student comprehension of what I have taught
24. provide appropriate challenges for very capable students Language Proficiency
Overall evaluation on your language four skills Listening
Speaking Reading Writing
APPENDIX B---The Item Pool of the Measure of EFL Teachers’ Motivational Teaching Behaviors
EFL Teachers’ Motivational Teaching Behaviors
¾ Creating the basic motivational conditions
1. Show students that you value L2 learning as a meaningful experience that produces satisfaction and enriches your life.
2. Plan activities such as whole-group tasks or small-group tasks that accommodate the range of individual differences among your students.
3. Encourage risk-taking and have mistakes accepted as a natural part of learning.
4. Maintain a classroom environment in which students work cooperatively.
5. Have sufficiently high expectations for what your students can achieve.
6. Show students you care about, pay attention and listen to each of them.
¾ Generating initial motivation
7. Reiterate the role the L2 plays in the world, highlighting its potential usefulness both for themselves and their community.
8. Incorporate L2 cultural components into your language classroom through the design of teaching materials or small-group L2 cultural projects.
9. Raise the learners’ general awareness about the different ways languages are learnt and the number of factors that can contribute to success.
10. Utilize teaching methods, teaching aids and learning materials that accommodate individual differences among your students.
11. Make task content attractively by adapting it to the students’ natural interests.
12. Help learners set up specific, attainable learning goals for themselves.
13. Help students establish the positive attitude toward learning.
¾ Maintaining and protecting motivation
14. Clarify student misunderstandings or difficulties in learning.
15. Draw attention from time to time to the class goals and how particular activities help to attain them.
16. Monitor student accomplishments and progress.
17. Redirect students who are persistently off task.
18. Actively involve students in critical analysis and problem solving.
19. Involve students in developing higher order thinking skills.
20. Teach students learning strategies to facilitate the intake of new material.
¾ Encourage positive self-evaluation
21. Plan multiple assessments that accommodate individual differences among your students.
22. Help learners self-evaluate their learning outcome.
23. Help students attribute their success and failure to a proper cause.
24. Help students make a more proper learning goal after examination.
25. Provide regular feedback about the progress your students are making and about the areas which they should particularly concentrate on.
APPENDIX C---Demographic Information and Measure of Antecedents of Teachers’ Self-Efficacy (Pilot Study)
最後請回答以下的幾個問題。請於適當的空格打勾(3)或圈選( { )。
1. 您的性別： 男性 女性
2. 您的職稱： 講師 助理教授 副教授 教授
3. 您的最高學歷： 大學 碩士 博士 4. 您的英語教學年資(月)：
5. 任教學校： 公立一般大學 公立科技大學 公立技術學院/專科 私立一般大學
私立科技大學 私立技術學院/專科 6. 任教學校類型： 研究型大學 教學型大學
7. 任教學校所在地： 市區 郊區 偏遠地區 8. 學校氛圍： 保守 開放
9. 領導者作風：控制 自由
10. 系上向心力 (1=非常高 4=非常低)： 1 2 3 4
11. 系上賦予老師專業自主權發揮空間 (1=非常高 4=非常低)： 1 2
3 4
12. 系上賦予老師參與討論校務或系務空間 (1=非常高 4=非常低)： 1
2 3 4
13. 各項教學資源/支持 (1=完全沒有 6=非常充足 ) (1) 軟體 (教材、教具)： 1 2 3 4 5 6
(2) 硬體 (學校教學設備、視聽室)： 1 2 3 4 5 6
(3) 學校行政資源/支持： 1 2 3 4 5 6
(4) 同事資源/支持： 1 2 3 4 5 6
(5) 家長資源/支持：1 2 3 4 5 6
(6) 社區資源/支持：1 2 3 4 5 6
14. 各項壓力自評 (1=壓力非常小 6=壓力非常大) (1) 同事之間的壓力： 1 2 3 4 5 6
(2) 研究升等壓力： 1 2 3 4 5 6
(3) 教學評鑑壓力： 1 2 3 4 5 6
(4) 行政服務壓力： 1 2 3 4 5 6
15. 過去教學滿意度自評 (1=非常不滿意 6=非常滿意)： 1 2 3
4 5 6
16. 任課班級 (可複選)： 英語系/外語系/應用外語系學生 非英語系學生 17. 學生普遍英語程度(1=非常高 4=非常低)： 1 2 3 4
18. 學生英語學習動機(1=非常高 4=非常低)： 1 2 3 4
APPENDIX D---Measure of Teachers’ Self-Efficacy (Pilot Study)
APPENDIX E---Measure of Teachers’ Language Proficiency (Pilot Study)
以下為英語老師對自我英語能力(聽、說、讀、寫)四方面的評估。
請回答所有的問題，並於適當的空格打勾(3)。
題號 1 待加強 2 尚可 3 不錯 4 非常滿意
1. 聽
2. 說
3. 讀
4. 寫
APPENDIX F---Measure of Teachers’ Motivational Teaching Behaviors (Pilot
24. 幫助學生建立正向的英語學習態度。 : : :
25. 在考試結束後幫助學生訂定更合適的學習目標。 : : :
再次感謝您的幫忙。如果您有任何疑問，或有興趣知道 研究結果，請聯絡本研究的執行者台師大英語所研究生 張芳瑜 (Amanda)。
E-mail：animochang@gmail.com
於此再次誠摯地感謝您的參與及協助！
APPENDIX G---Chinese Version of Demographic Information and Measure of Antecedents of Teachers’ Self-Efficacy (Formal Study)
大專校院英語教師教學認知與教學行為問卷調查
各位英語老師您好：
感謝您在百忙之中抽空填寫這份問卷。本問卷的目的在了解大專校院英語老師的教學認知與 教學行為。若您同時有教授英語系英文課和非英語系英文課，請您依非英語系英文課課堂實際情 形來填答此份問卷。問卷內容僅供學術研究之用，您的個人資料將完全保密，請您放心填寫。本 問卷共分三部分，請您先仔細閱讀各部分說明再填寫，並於作答完成後檢查是否有遺漏之處。再 次感謝您的協助與參與。如您對此問卷有任何問題或有興趣知道研究結果，歡迎您來信指教。
懇請您在九十七年十二月十五日前將問卷以回郵方式寄回，謝謝您。
敬祝 教學愉快！
國立台灣師範大學英語研究所英語教學組 研究生 張芳瑜 敬上
國立台灣師範大學英語研究所英語教學組 研究生 張芳瑜 敬上