The Effect of CLIL Training on Turkish EFL Pre-service Teachers’ Self-efficacy Beliefs and Attitudes towards CLIL
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CitationKassymova, G., & Çiftçi, H. (2020). The effect of CLIL training on Turkish EFL pre-service teachers’ self-efficacy beliefs and attitudes towards CLIL. Asian EFL Journal, 24(6). pp. 6.31.
This study aims to investigate the effect of content and language integrated learning (CLIL) training on Turkish EFL pre-service teachers’ self-efficacy beliefs and their attitudes towards CLIL. For this purpose, a group of 28 Turkish pre-service language teachers was trained on CLIL, its theoretical background, aims, principles, strategies for planning and teaching lessons. The data collection tools included a teacher selfefficacy scale, a questionnaire of attitudes and experiences in CLIL, and semistructured interviews. The participants completed pre-tests and post-tests of teacher self-efficacy scale in order to measure the effect of training on their self-efficacy beliefs. Moreover, the participants’ attitudes towards CLIL were explored through the attitudes questionnaire and semi-structured face-to-face interviews. The findings revealed that the introductory CLIL teacher training had a statistically significant effect on selfefficacy beliefs of Turkish EFL pre-service teachers. The participants’ attitudes towards CLIL turned out to be positive as well.