Abstract
This study aims to reveal the Turkish-English lecturers’ self-efficacy beliefs through music-assisted English teaching at tertiary level in Turkey according to different variables. As the study employed a sequential mixed-method research design, the scale and semi-structured interviews were carried out with 100 Turkish-English lecturers chosen via purposive sampling. The findings showed that there were some significant differences for the variables such as age, education level, musical interest and type of music used in English classes as well as the self- efficacy beliefs of English lecturers but not gender, institution type and playing a musical instrument. Also, the findings indicated that English lecturers’ self-efficacy increased with music and music contributed to ELT and EFL context. However, the main challenge was lack of music-assisted teaching in the curriculum. In conclusion, some suggestions for all the stakeholders in ELT were presented to draw more attention on music use in English language classes.