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1. Building English language learners’ and teachers’ self-efficacy beliefs Part1: 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 Part2: 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 Part3: 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