Mark Wyatt recently retired as Associate Professor of English at Khalifa University, United Arab Emirates.Farahnaz Faez is Professor in the Faculty of Education at The University of Western Ontario, Canada.

• 1. 1. Building English language learners’ and teachers’ self-efficacy beliefs Part 1: Synthesizing the literature to expand understanding of language teachers’ self-efficacy beliefs 2. Language teacher self-efficacy surveys: What have we learned? Where are we going? 3. Language teachers’ self-efficacy beliefs in the Turkish EFL context Part 2: Exploring factors impacting the development of English language teachers’ self-efficacy beliefs 4. The formation of pre-service language teachers’ self-efficacy beliefs: A case study 5. Novice EFL teachers’ self-efficacy beliefs in the first year: an insight into the impact of task-, domain-, and context-specific factors upon perceptions of efficacy 6. Language teachers’ self-efficacy beliefs evident in teacher-supervisor post-observation conferences in Iran 7. Support for career-long development of LTSE beliefs: Two Chinese EFL teachers’ stories of professional development 8. Growing teacher research efficacy beliefs through Exploratory Practice: An autoethnography Part 3: Investigating domain-specific dimensions of English language learners’ and teachers’ self-efficacy beliefs 9. “I’m not a walking dictionary”: Unpacking English language teachers’ self-efficacy beliefs about teaching vocabulary 10. An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria 11. Changes in the academic writing self-efficacy beliefs of students in transition from high school to an English medium instruction university programme in Japan 12. Exploring language self-efficacy beliefs and technology-based learning strategies in an increasingly digitalized world Epilogue 13. Researching the self-efficacy beliefs of language learners and teachers: The roads ahead

Mark Wyatt recently retired as Associate Professor of English at Khalifa University, United Arab Emirates.Farahnaz Faez is Professor in the Faculty of Education at The University of Western Ontario, Canada.

• 1. 1. Building English language learners’ and teachers’ self-efficacy beliefs Part 1: Synthesizing the literature to expand understanding of language teachers’ self-efficacy beliefs 2. Language teacher self-efficacy surveys: What have we learned? Where are we going? 3. Language teachers’ self-efficacy beliefs in the Turkish EFL context Part 2: Exploring factors impacting the development of English language teachers’ self-efficacy beliefs 4. The formation of pre-service language teachers’ self-efficacy beliefs: A case study 5. Novice EFL teachers’ self-efficacy beliefs in the first year: an insight into the impact of task-, domain-, and context-specific factors upon perceptions of efficacy 6. Language teachers’ self-efficacy beliefs evident in teacher-supervisor post-observation conferences in Iran 7. Support for career-long development of LTSE beliefs: Two Chinese EFL teachers’ stories of professional development 8. Growing teacher research efficacy beliefs through Exploratory Practice: An autoethnography Part 3: Investigating domain-specific dimensions of English language learners’ and teachers’ self-efficacy beliefs 9. “I’m not a walking dictionary”: Unpacking English language teachers’ self-efficacy beliefs about teaching vocabulary 10. An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria 11. Changes in the academic writing self-efficacy beliefs of students in transition from high school to an English medium instruction university programme in Japan 12. Exploring language self-efficacy beliefs and technology-based learning strategies in an increasingly digitalized world Epilogue 13. Researching the self-efficacy beliefs of language learners and teachers: The roads ahead