Maryam Talebi - Ph.D. Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Nacim Shangarffam - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Behdokht Mall Amiri - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran

An increasing amount of proof indicates that instructors have a notable impact on foreign language education and acquisition procedure. Moreover, the accomplishment of students is among the most crucial matters that can be affected by various factors connected to the teacher, including the teacher’s efficacy which is regarded as a critical factor in the field of educational psychology and plays a vital role in the language instruction and acquisition process. This mental attribute can yield significant results and potentially result in academic achievement for both educators and learners. Therefore, this study makes an effort to scrutinize the importance of teachers’ efficacy in International English Language Testing System (IELTS) learners’ achievement. To this end, ۹۰ learners participated and took the IELTS Mock test as a pretest and they were assigned to the control and experimental group. Those who were in the experimental group were taught by the teachers who were trained through efficacy workshops. At the end of the semester, the IELTS Mock test was used again as a posttest. The data were collected in the quasi-experimental and the findings of this study through running Multivariate Analysis of Variance (MANOVA) indicated a constructive effect of self-efficacy on IELTS learners’ achievement after the workshop training course. In line with these findings, some implications for language stakeholders were presented.

IELTS, Learners’ achievement, Teacher self-efficacy, Teacher Training Workshop