An investigation into EFL instructors' self-efficacy beliefs and their self-reported practices during mandatory online teaching in Turkey

The Covid-19 pandemic, which hit the entire world at the start of 2019, impacted every aspect of life, including education. As a precaution against the spread of the disease, educational institutions worldwide and in Turkey have shifted to online instruction. Most universities in Turkey have abandoned face-to-face instruction in favor of online education. The mandatory online education period took instructors and universities off guard. Doubtless, this situation drew attention to another point: institutions' and instructors' preparedness for online education, regardless of merely the pandemic, the fact that different unforeseen catastrophes could happen in any country. In light of this information, this study aims to determine ELT instructors' self-efficacy levels in student engagement, instructional strategies, classroom management, and use of computers during mandatory online education and to determine whether their self-reported activities correspond with their self-efficacy levels. In addition, it aims to identify the types of challenges, burdens, and problems instructors face during this time. This is also to determine how they would cope with new teaching methods or what they would apply differently if they switched to fully online education again. In this study, a mixed research methodology was employed. 274 participants who worked as ELT instructors at various universities in Turkey provided quantitative data, and 15 ELT instructors provided qualitative data through online semi-structured interviews based on volunteerism. Using thematic analysis and SPSS 22.0, the gathered data were analyzed. The results unveiled that instructors' self-efficacy was the lowest in student engagement and greatest in using computers and digital tools. Moreover, it was determined that most teachers had yet to receive any training on online education, struggled to increase student participation, perceived themselves as incompetent in online pedagogy, and relied on their efforts to tackle the problems they experienced. Simultaneously, instructors expressed their intention to adopt an alternative pedagogical approach in possible online education activities, distinct from that employed during the Covid-19 pandemic. Specifically, they plan to incorporate more Web2 tools into their lessons and think of enforcing compulsory attendance in the classroom. Keywords: ELT, Covid-19, Self-efficacy, Self-reported teaching practices, Online Teaching