Teachers’ and Students’ Self-Efficacy Belief and Attitude Towards Hard-CLIL in Ethiopian Vocational Polytechnic Colleges
English Language, Literature & Culture
Volume 3, Issue 3, May 2018, Pages: 37-41
Received: Dec. 11, 2018; Accepted: Jan. 14, 2019; Published: Jan. 31, 2019
Views 793      Downloads 105
Solomon Kidane Girmay, Department of English Language and Literature, Bahir Dar University, Bahir Dar, Ethiopia
Article Tools
Follow on us
Foreign language education is a complex psycho-pedagogical phenomenon which requires apparent understanding of different factors which influence the academic achievement in school environment. Self-efficacy belief and attitude are key affective factors to teachers’ and learners' accomplishment in foreign language teaching. This research paper examines vocational teachers’ and students’ self-efficacy belief and attitude towards content and language integrated learning (CLIL) in Bahir Dar Vocational Polytechnic College. For this purpose 100 students and 25 teachers were selected using availability sampling. Questionnaire was used for data gathering, and the data gathered through questionnaire was analyzed using T-test. Findings revealed that both teachers’ and students’ self-efficacy belief was very low and their attitude was also significantly negative. Based on the results of this study, conclusions were made and recommendations were forwarded.
Affective Factors, Attitude, Content and Language Integrated Learning (CLIL), Polytechnic Vocational College, Self-Efficacy Belief
To cite this article
Solomon Kidane Girmay, Teachers’ and Students’ Self-Efficacy Belief and Attitude Towards Hard-CLIL in Ethiopian Vocational Polytechnic Colleges, English Language, Literature & Culture. Vol. 3, No. 3, 2018, pp. 37-41. doi: 10.11648/j.ellc.20180303.11
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Ministry of Education (2008) National Technical & Vocational Education & Training (TVET) Strategy (2nd ed).
Federal Ministry of Education (2010) Education Sector Development Program IV. Program Action Plan, 2010/2011 – 2014/2015, Addis Ababa.
Vazquez, V. P. and Rubio, F. (2010). Teachers’ Concerns and Uncertainties about the Introduction of CLIL Programs. [Porta Linguarum], 14, pp.45-58. Received: 6 June 2009 / Accepted: 20 November 2009, ISSN: 1697-7467.
Hua, T. L. (2012). English Language Education in Vocational High Schools in Taiwan: A Study from an English for Specific Purposes Perspective. Athens: ATINER'S Conference Paper Series, No: EDU2012-0118.
Met, M. (1999, January). Content-based instruction: defining terms, making decisions. [NFLC Reports]. Washington, DC: The National Foreign Language Center.
Ioannou-Georgiouu, S. & Pavlou, P. (Eds.) (2010). Guidelines for CLIL implementation in primary and pre-primary education. Comenius Socrates Project.
Bentley, K. (2010). The TKT course: CLIL module. Cambridge: Cambridge University Press.
Brinton, D. M., Snow, M. A. & Wesche, M. (2003). Content-based second language instruction: Michigan classics (2nd ed.). New York, NY: Newbury House.
Clegg, J. (2003). The Lingue E Scienze Project: Some outcomes. [The Language and Science Project: Some outcomes.] In T. Boella & T. Barbero, L’Uso veicolare della lingua straniera in apprendimenti non linguistici.[The use of a foreign language as medium in non-language learning.] Centro Diffisione Comunitaire Quaderni 6. Ufficio Scolastico Regionale per Piemonte, Torino.
Glusac, T. (2012). CLIL and one-to-one classes. In R. Popovic and V. Savic (Eds.), Content and language integrat learning (CLIL) in teaching English to young learners. Conference Proceedings No. 11; pp. 63-73.
Desta, A., Ph.D. (n.d.) The Integration of Technical and Vocational Education and Training with Sustainable Development Education: A Review of African Case Studies.
Hsieh, P. (2008) “Why are College Foreign Language Students’ Self-efficacy, Attitude, and Motivation so Different?” International Education, Volume 38(1), pp. 76-94 Retrieved from: http://trace.tennessee.edu/internationaleducation/vol38/iss1/11
Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved at http://www.emory.edu/EDUCATION/mfp/eff.html.
Sharma, H. L. and Nasa, G. (2014). Academic self-efficacy: A reliable predictor of educational performances. Britis Journal of Education, Vol.2, No.3, pp. 57-64, July 2014. Published by European Centre for Research Training and Development UK (www.ea-journals.org).
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education, Inc.
Marsh, D. (2000). Using Languages to Learn and Learning to Use Languages. Finland: University of Jyvaskyla.
Lasagabaster, D. and Sierra, J. M. (2009). Language Attitudes in CLIL and Traditional EFL Classes. International CLIL Research Journal, 1 (2), pp. 4-17. Retrieved at: http://www.icrj.eu/12/article1.html.
Vazquez, V. P. and Ellison, M. (2013). Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). [Lingvarvmarena], 4, pp. 65 – 78.
Mojavezi, A. and Tamiz, M. P. (2012) The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement. Theory and Practice in Language Studies, Vol. 2(3), pp. 483-491, Finland: Academy Publisher, doi:10.4304/tpls.2.3.483-491.
Chacon, C. T. (2005) Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education 21, pp. 257–272; Elsevier Ltd.
McDougald, J. (2015). Teachers´ attitudes, perceptions and experiences in CLIL: A look at content and language. Colomb. Appl. Linguist. J., 17(1), pp. 25-41. ISSN 0123-4641.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186