ABSTRACT
This chapter commences by introducing self-efficacy beliefs, distinguishing them from related beliefs, and outlining the way in which research into language learners’ (LLSE) and teachers’ self-efficacy (LTSE) beliefs as task-, domain-, and context-specific constructs developed. The characteristics of the research in these areas are then analysed. So, the relationships that have been identified between LLSE beliefs and self-regulated learning strategies are discussed, as is the research in specific domains of language learning, such as listening. The impact of sound pedagogical practices in boosting LLSE beliefs is highlighted. The focus then shifts to LTSE beliefs and to key trends in the literature, including the relationship between LTSE beliefs and language proficiency, the reflective processes by which LTSE beliefs change as efficacy-building information from different kinds of experiences, including from supportive mentoring, is processed, and the benefits of engaging teachers in researching their own practices. The contents of the volume are then introduced before we highlight the innovative nature of the volume in our concluding thoughts.
