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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 30 1 Discursive positioning in theory and practice: a case for narrative mediation Winslade, John. - : The University of Waikato, 2020 BASE Show details 2 Brokering practices among international EAL students at a New Zealand university Lee, Sherrie. - : The University of Waikato, 2019 BASE Show details 3 Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools Carss, Wendy Diane. - : The University of Waikato, 2019 BASE Show details 4 The writing of assignments in a pre-service primary education programme: Student and staff perspectives Gera, Christina Mary. - : The University of Waikato, 2017 BASE Show details 5 Developing EFL students' communicative skills through content-based instruction: A case study of EFL teaching in an undergraduate degree program at a tertiary institution in Indonesia Eryansyah, Eryansyah. - : University of Waikato, 2017 BASE Show details 6 Afterword to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 7 Introduction to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 8 Writer Identity and the Teaching and Learning of Writing Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 9 Vietnamese teachers’ self-efficacy in teaching English as a foreign language Phan, Nga Thi Tuyet; Locke, Terry. - : Emerald, 2016 BASE Show details 10 "In this class automatic my words come out": Implementing process drama in two Malaysian English language-learning contexts Abdul Samat, Norhanim. - : University of Waikato, 2016 BASE Show details 11 Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a foreign language Phan, Nga Thi Tuyet. - : University of Waikato, 2015 Abstract: The study looked at factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. Previous studies yielded contradictory results regarding the sources of self-efficacy information. Very little empirical research on the potential role of cultural factors on self-efficacy and on teachers’ self-efficacy in EFL contexts has been done. Researchers disagree on whether participating in a new setting can enhance teachers’ self-efficacy beliefs. Therefore, this study explored the relationship between Vietnamese teachers’ discourses of effective teaching practices and their self-efficacy beliefs, the influence of Vietnamese culture and context on teachers’ self-efficacy beliefs, and whether participating in the research led to a change in the self-efficacy beliefs of the teacher participants and of myself as researcher. The research took the form of a qualitative case study. Participants were eight university teachers of the English language at a technical university in Vietnam. Data collection lasted six months. Data collection tools included focus group discussions, individual interviews, journaling, and observations. An inductive coding process and thematic analysis were used for analysing data. Findings indicate that social persuasion was the most influential source of self-efficacy information. The study shows that different sources of self-efficacy information interacted with one another to influence the two dimensions of self-efficacy. Besides, it appears that teachers’ understanding of a number of environment and workplace factors appeared to constrain some teachers into adopting the Grammar Translation Method (GTM) approach and possibly reduced their self-efficacy in adapting a Communicative Language Teaching (CLT)-oriented approach. After participating in the study, the teaching approaches of study teachers and my own approaches seemed to be more CLT-oriented although most of us were characterised by a low sense of self-efficacy in adapting this approach in the Vietnamese classrooms. I also developed an enhanced sense of self-efficacy in doing the thesis. Findings suggest that several aspects of Vietnamese culture, e.g. the concept of face, are likely to have influenced the way the study teachers selected, weighted and interpreted efficacy-building information. There were certain features of context, e.g. the state of leadership practices, which may have affected what constituted sources of self-efficacy information and how they operated. In addition, it is plausible that changes in context, e.g. teaching different kinds of students, led to a change in the way the teachers and I weighed and selected self-efficacy information. Self-reflection, self-doubt and self-regulation were other factors causing fluctuations in the study teachers’ and my self-efficacy. My study contributes to a widening understanding of how different aspects of culture can impact on self-efficacy. It provides examples to challenge the claim that the self-efficacy of experienced teachers is stable and the widespread view that a negative sense of self-efficacy induces individuals to give up and make less effort. The study shows the relationship between teacher self-efficacy beliefs and their discourses of EFL instruction, i.e. their self-efficacy in using different aspects of a communicative approach fluctuated at different stages of the study. The study points to the need to improve leadership practice and teaching conditions at the faculty and university. Preparing teachers for regulation strategies, encouraging them to work collectively, and offering more professional development programs are likely to develop a stronger sense of self-efficacy among teachers. It would be useful if future research could focus more on classroom observations to avoid the reliance on self-report data. More studies on the influence of culture on teacher self-efficacy with an inclusion of scales to measure different cultural factors are needed. Longitudinal studies are desirable in understanding changes in teacher self-efficacy under the influence of context. Keyword: context; culture; qualitative; self-efficacy URL: https://hdl.handle.net/10289/9433 BASE Hide details 12 Preparing pupils for peer or group response Foster, Rebecca. - : University of Waikato, 2014 BASE Show details 13 Supporting student growth in syntactical fluency as writers: A paired learning approach Barrett, Sally Jane. - : University of Waikato, 2013 BASE Show details 14 Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity Locke, Terry. - : Waikato Faculty of Education, 2012 BASE Show details 15 Critical literacy as an approach to literary study in the multicultural, high-school classroom Locke, Terry; Cleary, Alison. - : Faculty of Education, University of Waikato, 2011 BASE Show details 16 Editorial: Culturally responsive research and pedagogy Kostogriz, Alex; Doecke, Brenton; Locke, Terry. - : Waikato Faculty of Education, 2011 BASE Show details 17 Beyond the grammar wars : a resource for teachers and students on developing language knowledge in the English/literacy classroom Locke, Terry (Hrsg.). - New York [u.a.] : Routledge, 2010 BLLDB UB Frankfurt Linguistik Show details 18 Implementing critical literacy in a Tongan bilingual classroom Vea, Peseti Tupou'ila. - : University of Waikato, 2010 BASE Show details 19 Beyond shrek: fairy tale magic in the multicultural classroom Sturgess, Janet; Locke, Terry. - : Routledge, 2009 BASE Show details 20 Constructing English in New Zealand: A report on a decade of reform Locke, Terry. - : Springer Netherlands, 2007 BASE Show details Page: 1 2

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