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However, taking into account of directors and instructors’ English language self efficacy beliefs could be an important milestone for effective foreign language teaching. Within this scope, Aliş (2008: 3) searched for the attitudes of preparatory school EFL instructors’ English language self efficacy beliefs and their professional experiences to Communicative Language Teaching (CLT). Participants of this study Aliş (2008: 3) comprised 48 EFL instructors and for data collection, Attitude Scale for CLT (Eveyik, 1999), Self Efficacy Scale for EFL (Büyükduman, 2006) were used. The findings of the study revealed that attitudes of instructors towards CLT from the aspect of English language self efficacy and professional experiences did not make any change (Aliş, 2008: 3). In that study there was only one positive correlation which was between reading sub-skill of self efficacy and peer correction in CLT attitudes (Aliş, 2008:
Journal Of Educational Psychology, 101(4), 867-878. doi:10.1037/a0016644 McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185–204. Nielsen, G., Wikman, J. M., Jensen, C. J., Schmidt, J. F., Gliemann, L., & Andersen, T. R. (2014). Health promotion: The impact of beliefs of health benefits, social relations and enjoyment on exercise continuation.
Influences and Processes in Theoretical Orientation Development: A Grounded Theory Pilot Study. American Journal of Family Therapy, 35(2), 109-121. doi:10.1080/01926180600553407 Boswell, J. F., Castonguay, L. G., & Pincus, A. L. (2009). Trainee theoretical orientation: Profiles and potential predictors. Journal of Psychotherapy Integration, 19(3), 291-312. doi:10.1037/a0017068 Coleman, D. (2007). Further factorial validity of a scale of therapist theoretical orientation.