An Extended Literature Review on EFL Teachers’ Self-Concept

Year 2022, Volume: 6 Issue: 1, 34 - 44, 30.12.2022

Ecem Eker Uka

https://doi.org/10.51726/jlr.1140966

Abstract

The current systematic review focused on the term “EFL teachers’ self-concept”. To investigate self-concept related articles for the field, many studies including meta-analysis, systematic reviews and other sort of studies have been taken into consideration. The terms “self-concept”, “teachers’ self-concept”, “language teachers’ self-concept” were searched in several databases and accessed 15 relevant studies in EFL context in the last 10 years. The following databases provided these papers: Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, ERIC (EBSCO), Research Online and Research Gate. To investigate EFL teachers’ self-concepts, an in-depth analysis was employed particularly in this study. The initial purpose of the study was to discover several fundamental factors such as theories, instruments and variables which have been generally employed in each of these studies. Furthermore, it is aimed that with this study the term “self-concept” may be better investigated via complex dynamic system theory (CDST) perspective for further research and EFL teachers’ self-concept can be enhanced in future.

Keywords

self-concept, EFL teachers' self-concept, extended literature review, systematic review, complex dynamic systems theory

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