PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ PERCEPTIONS OF COMPUTER SELF-EFFICACY AND GENERAL SELF-EFFICACY
ABSTRACT
The primary aim of this study is to investigate pre-service English language teachers’ perceptions of computer self-efficacy in relation to different variables. Secondarily, the study also explores the relationship between pre-service English language teachers’ perceptions of computer self-efficacy and their perceptions of general self-efficacy.
To this end, in 2007-2008 Academic Year Fall Term a sample of 288 pre-service English language teachers at Çanakkale Onsekiz Mart University was surveyed. Three basic research instruments were used to collect data: The Computer Self-Efficacy Scale (Aşkar and Umay, 2001), The General Self-Efficacy Scale (Schwarzer and Jerusalem, 1995), and a survey questionnaire designed to obtain personal information and previous computer experience from the participants. The data were analyzed with the use of descriptive statistics. Frequencies and percentages were calculated and t-test, one-way ANOVA, and correlation analyses were used in the analysis of the data. The significant level was taken as .05.
The findings indicated that pre-service English teachers had a moderate level of computer self-efficacy perceptions. Computer experience, frequency of use and gender were identified to create a significant difference in the perception of computer self-efficacy (p< .05). Concerning grade levels, only between 1st and 4th ones a significant difference was found (p<.05). The correlation analysis between general sense of self-efficacy and computer self-efficacy revealed a moderate and a positive correlation between the two psychological constructs. Finally, the regression analysis showed that computer experience was the variable that affected the computer self-efficacy beliefs of pre-service English teachers most.