Huang Qian
Zhijiang College, Zhejiang University of Technology, Shaoxing, China.
Front Psychol. 2022 Apr 25;13:891839. doi: 10.3389/fpsyg.2022.891839. eCollection 2022.
This review aimed at investigating the related studies on English as a foreign language (EFL) teachers' self-assessment and its role in their self-efficacy and self-regulation. Earlier investigations have proved that teacher self-assessment was significantly correlated with self-regulation. Moreover, studies showed that self-assessment and self-regulation enabled teachers to consider their teaching effectiveness, and they were important components of formative assessment. Earlier studies showed that self-assessment raised learner awareness and increased self-efficacy significantly through the improvement of mastery experiences. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of teacher self-assessment, self-regulation, and self-efficacy in educational contexts.
本综述旨在调查关于英语作为外语（EFL）教师自我评估及其在自我效能感和自我调节中作用的相关研究。早期调查已证明教师自我评估与自我调节显著相关。此外，研究表明自我评估和自我调节使教师能够思考其教学效果，且它们是形成性评估的重要组成部分。早期研究表明，自我评估通过改善掌握体验显著提高学习者意识并增强自我效能感。此外，该研究还提出了这一系列研究对不同人群（如EFL教师、教师教育工作者和外语学者）的启示及未来方向。这些观点可以提高他们在教育背景下对教师自我评估、自我调节和自我效能感的认识。
