The Impact of Online Reflective Practice-oriented Assessment on the Self-efficacy of Turkish EFL Pre-service Teachers: A Case Study
The Impact of Online Reflective Practice-oriented Assessment on the Self-efficacy of Turkish EFL Pre-service Teachers: A Case Study

Summary/Abstract: The purpose of this mixed-methods case study is to explore the impact of online reflective practice-based assessment, virtual mentoring and video-mediated self-assessment on the self-efficacy of Turkish preservice teachers of English as a Foreign Language (EFL) in a practicum course in the 2021/2022 academic year. The Turkish version of Teachers’ Sense of Efficacy scale by Çapa et al. (2005) was used to collect the quantitative data. The Paired Samples t-test was employed in the quantitative data analysis. Semi-structured interviews, reflection journals, and video-mediated post-teaching self-assessment forms were utilized in the qualitative data collection. Thematic content analysis was used to analyze the qualitative data. Findings indicated while verbal persuasion and enactive mastery experiences were considered the main self-efficacy sources for pre-service EFL teachers, affective states were also found influential in their self-efficacy perceptions. The study revealed the favorable impact of virtual mentoring and videomediated self-assessment on pre-service EFL teachers’ self-efficacy development.

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