Assessing English Teaching Self-Efficacy and English Language Proficiency of Preservice Teachers in the Online Distance Learning

This literature review explores the underlying principles of English teaching self-efficacy and English language skills among emerging teachers using Bandura's (1997) socio-cognitive theory. Bandura says that self-efficacy is a sense of one's ability to do something (he was, of course, talking about teaching English). These self-efficacy beliefs have been found to affect various aspects of teacher learning, from teaching methods to classroom management to engagement in teaching. The study particularly looks at how selfefficacy in English teaching (a sense of feeling that you are competent to teach English) relates to English language competence (a teacher's mastery of English). It brings up one of its important findings: there's a strong correlation between these two variables. And the more that prospective teachers feel confident they are better at teaching English (their self-efficacy), the more they believe they can do a good job teaching English. The connection points to language learning improving at the same time as it improves teacher confidence and classroom performance. The point of this analysis is that language skill contributes enormously to teachers' self-efficacy and hence their classroom management and career outcomes. Those findings suggest that training teachers in English could lead to greater self-confidence and expertise in teaching the language, to the benefit of their students and overall educational attainment.