Constructing an ELF Awareness Measure: Validation Evidence from Iranian EFL Teachers and Its Association with Their Self-efficacy

AbstractResearch on English as a Lingua Franca (ELF) in language teaching has increased significantly due to its importance in facilitating communication among speakers from diverse cultural and linguistic backgrounds. However, the construct of ELF awareness among Iranian English as a foreign language teachers and its relationship with their self-efficacy beliefs is still unknown. This study involved the development and validation of a ۴۱-item language teachers’ ELF awareness inventory (TELFAI) with ۱۹۸ convenience sampled Iranian EFL teachers. The exploratory factor analysis results showed its four-component construct including perceptions about ELF-informed ELT practices (۱۷ items), nativespeakerism (۸ items), English language varieties (۱۰ items), and ELF-informed teacher education (۶ items). As the study’s second aim, the relationship between ۹۶ convenience sampled EFL teachers’ TELFAI scores and their teaching self-efficacy beliefs was investigated through a Pearson correlation. The results revealed a positive, but moderate, relationship. The study provides insights into ELF awareness and its impact on teachers’ characteristics such as self-efficacy and also practices. It supports educators in designing better training courses, benefits learners through improved instruction, and aids policymakers in developing relevant language education policies.

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Keywords: English as a Lingua Franca (ELF) ، Nativespeakerism ، ELF-Awareness Inventory (TELFAI) ، Teachers&rsquo ، self-efficacy