ABSTRACT
Interest in the concept of self-efficacy in language education most likely stems from its ability to predict various behavioural, cognitive, and affective outcomes. Yet although some studies suggest that there exists a relationship between language teachers’ self-efficacy beliefs and language learners’ self-efficacy beliefs, the research fields into these interconnected variables have developed separately. Indeed, most investigations of second-language listening self-efficacy beliefs have focused on learners rather than on teachers. This chapter brings together these two key groups and reports on a study exploring teachers’ and learners’ self-efficacy beliefs in the teaching and learning of listening to English as a foreign language learners in Algeria, and more precisely with regards to listening strategies and metacognition. The study followed a mixed-method approach using questionnaires and interviews with both teachers and learners to explore their self-efficacy beliefs and a listening test to assess learners’ listening proficiency. While statistical analyses demonstrated an absence of a relationship between the teachers’ self-efficacy and learners’ self-efficacy beliefs and listening proficiency, this relationship emerged in the qualitative analyses. This highlights that self-efficacy is an intricate construct. Further empirical investigations into the relationship between teachers’ and learners’ self-efficacy beliefs in listening are needed.
