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Literacy and Access to the Opportunities of Democracy
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In: Internship Reflection Papers (2021)
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| 22 |
Remaking Lives in Northern Sri Lanka: Migration, Schooling, and Language in Postwar Jaffna
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| 23 |
Effect of a performing arts program on the oral language skills of young English learners
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| 24 |
All the World’s a Stage: Improvisational Theater and Engagement in Newcomer English Learners
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| 25 |
Dual Identification: English Proficiency and Educational Placement of English Learners with Autism Spectrum Disorder
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| 26 |
(Re)Making Beowulf: Tracing the Influence of James Mercer Garnett's Translation in Late Nineteenth-Century America ...
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: University of Virginia, 2021
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| 27 |
Collocational Instruction for Improving Undergraduate Student Competency in English Reading and Writing ...
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| 28 |
Collocational Instruction for Improving Undergraduate Student Competency in English Reading and Writing ...
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| 29 |
Towards principles of performative pedagogy: Drama and additional language development (DALD) ...
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| 30 |
Towards principles of performative pedagogy: Drama and additional language development (DALD) ...
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| 31 |
Assessing the Impact of the Words For All programme on Care Experienced Children's Reading and Educational Attainment. ...
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| 32 |
Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ...
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| 33 |
International Bilingual Journal of Culture, Anthropology and Linguistics ...
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| 34 |
Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
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In: 2021, 188 S. (2021)
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| 35 |
Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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| 36 |
Globalisierung: Mehrsprachigkeit oder "English only" ; Globalization: Multilingualism or "English only"
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In: Magazin erwachsenenbildung.at (2021) 42, 9 S. (2021)
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| 37 |
Teacher educators’ professional identity in English-medium instruction at a Finnish university ; Poklicna identiteta izobraževalcev učiteljev pri pouku vangleškem jeziku na finski univerzi
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In: CEPS Journal 11 (2021) 3, S. 9-33 (2021)
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| 38 |
Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 23 S. - (MEZ Arbeitspapiere; 10) (2021)
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| 39 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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| 40 |
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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