ABSTRACT
This epilogue firstly highlights the cutting-edge research into the self-efficacy beliefs of language learners (LLSE) and language teachers (LTSE) that has been presented in the volume.
It then outlines key themes that have emerged from the various studies introduced and presents an agenda for further research into LLSE and LTSE beliefs. Key themes that are highlighted include the dynamic, fluid, and situated nature of such beliefs, the role of reflection, language proficiency, and content knowledge in shaping them, as well as the ways in which LTSE beliefs can best be captured. Future directions to inform the design of studies that include a quantitative component are discussed, with areas such as type of scale, items to include, balance between global and task-, domain-, and context-specific items, and Likert scale to use, considered. The value of triangulation and the benefits of employing mixed methods and qualitative designs for the in-depth insights they can provide are highlighted. Implications regarding efficacy-building strategies for teachers and teacher education programmes are provided, with the goal to help both learners and teachers feel appropriately efficacious in fulfilling valued tasks.
