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Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Abstract:
© 2020 There is growing evidence that the self-efficacy beliefs of English as a foreign language (EFL) teachers in East Asian contexts and their second language (L2) proficiency intersect to shape teaching behaviour. However, due to sometimes uncritical use of research instruments developed in the West, imported without sufficient adaptation into Confucian-heritage cultures, the strength of the relationship between EFL teachers’ self-efficacy beliefs and their L2 proficiency may be less clear, for example with pre-service teachers (PSTs). As this group is under-researched, it is also less clear how PSTs’ self-efficacy beliefs develop during the practicum, shaped by which influences. Set in a Vietnamese context with PSTs drawn from two major universities, our longitudinal mixed methods study addresses these issues. Employing exploratory factor analysis, we reveal dimensions of the PSTs’ self-efficacy beliefs. Our correlation and regression analyses then indicate consistent and strong relationships between these beliefs and L2 proficiency, apparently impacted by Vietnamese cultural and contextual factors. Our paired samples t-tests highlight self-efficacy beliefs growth in general pedagogical skills during the practicum, while content analysis of qualitative data reveals the kinds of experiences that impacted change, including those experiences provided by school mentors. Implications for L2 teacher education and research are discussed.
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Keyword:
and Cultures; and Multicultural Education; and Research; Arts and Humanities; Bilingual; Education; Educational Assessment; Educational Sociology; English as a foreign language; English Language and Literature; Evaluation; Language proficiency; Multilingual; Other Languages; Practicum; Pre-service teacher education; Social and Behavioral Sciences; Societies; Sociology; Teachers’ self-efficacy beliefs; Vietnam
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URL: https://ro.ecu.edu.au/ecuworkspost2013/9303 https://doi.org/10.1016/j.system.2020.102422
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Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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"The Lady from North Carolina": The Perils and Limitations of External Expertise
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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The Feedback on Alignment and Support for Teachers (FAST) Program
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In: C-SAIL Publications (2021)
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No.8, July 2020: Examining English Learners’ College Readiness and Postsecondary Enrollment in California
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In: Education and Policy Briefs (2020)
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Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
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In: SoTL Commons Conference (2020)
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Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
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In: SoTL Commons Conference (2020)
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Unblock Metacognitive & Technical Bottlenecks of USAFA Intermediate Chinese Learners
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In: SoTL Commons Conference (2020)
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Potential Roles of Speech-Language Pathologists in Advancing Early Intervention and Prevention within a Multi-Tiered System of Supports (MTSS) Framework
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In: Graduate Theses and Dissertations (2020)
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The Use of Reading Strategies in Second Language Adult Learners
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In: Electronic Thesis and Dissertation Repository (2020)
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A COMPARISON OF MULTIPLE BASELINE FAMILY OF DESIGNS, AN ANALYSIS OF A MULTIPLE PROBE STUDY, AND COACHING FOR PRACTITIONERS
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In: Theses and Dissertations--Early Childhood, Special Education, and Counselor Education (2020)
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Bilingual Acculturation Assessment: An Overview of Current Developments
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Analyses of Parental Interaction Behaviors and Young Children's Language Skills
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In: UCARE Research Products (2020)
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