Investigating Self-Efficacy of English Student Teachers’ Intercultural Communication

Purpose: Psychological, characteristic and socio-cultural factors are effective in shaping perceptions of self-efficacy in communicating in intercultural encounters. Therefore, using an explanatory study, the present research investigates the self-efficacy of 194 (CFA and main study sample) and 133 (EFA sample) student teachers of English in intercultural communication. Method: In the study, quantitative data were collected with the adopted version of the Self-Efficacy in Communication Scale (SEFFICAC) to investigate the participants' characteristics in intercultural communication. Qualitative data were collected with an interview form consisting of written, structured questions. The extent to which student teachers of English find themselves competent in intercultural communication was analysed in depth. Findings: The qualitative data obtained in the study showed that the student teachers of English who participated in the study rarely experienced intercultural encounters, found themselves competent in intercultural communication situations, and were open and willing to intercultural communication. Conclusion: The results of this study provide valuable insights into how pre-service EFL teachers perceive their self-efficacy within intercultural communication contexts. Recommendations were made in light of the findings of the current study.