A Narrative Inquiry On Teacher And Students’ Self-efficacy In The Interactions Of Foreign Language Teaching

Based on the experience of Ms.Ding and her two students Ryder and Gigi,this narrative inquiry described a story of foreign language teaching and learning happened in a semester.On studying the interaction between the teacher and studen(s)both in and out of class,their growth and development in language teaching and learning are slowly shown in the process of teaching,tutoring and communicating between Ms.Ding and her two students.On repeated reflections during the narration procedure,this paper inquires the meaning and value of teacher-student(s)interaction and self-efficacy,as well as teacher’s roles in the teacher-student(s)interaction.Interaction is a mutual or reciprocal action or influence between person to person,person to group or group to group.Methods of teacher-student(s)interactions include ask-answer questions in class,class activities and all kinds of teacher-students communications in and out of classroom.In some cases,non-verbal communication such as observation,actions and received feedback are also included in interactions.On analyzing the reasons,purposes and effects of each detailed teacher-student(s)interactions,it is revealed that how their teacher-student(s)interactions influenced the growth and self-efficacy of both the teacher and students.Modes and ways of teacher-student(s)interactions are closely related to teacher and students’ roles and their relationship.This paper reflected the role of teacher’s in two perspectives:teacher’s role in foreign language teaching and teacher’s role in teacher-student(s)relationship.It is illustrated teacher’s role of facilitator and the teaching concept of ’traceless’ education.In each specific cases of foreign language teaching,teacher-student(s)interactions and self-efficacy are complicated and are affected by many factors.Besides it is a changing procedure instead of a still status of any person’s self efficacy and interaction with other people.Teacher-student(s)interactions can influence their self-efficacy,however,it is not defined these two have simply positive correlation.Qualitative analysis is adapted in this paper to study the relationship between language teaching and learning effect and teacher-students’ self-efficacy,teacher’s self efficacy and student(s)’self-efficacy and teacher-student(s)interactions and their self-efficacy.According to my research,some suggestions and concerning question are provided in this study,aiming to aid foreign language teachers to reflect on their teaching and self-efficacy study.