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
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Solomon Kidane Girmay, Department of English Language and Literature, Bahir Dar University, Bahir Dar, Ethiopia
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.
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.
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