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Discursive positioning in theory and practice: a case for narrative mediation
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Brokering practices among international EAL students at a New Zealand university
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Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools
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The writing of assignments in a pre-service primary education programme: Student and staff perspectives
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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
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Afterword to "Writer Identity and the Teaching and Learning of Writing"
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Introduction to "Writer Identity and the Teaching and Learning of Writing"
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Vietnamese teachers’ self-efficacy in teaching English as a foreign language
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Abstract:
Purpose The purpose of this paper is to explore the influence of culture on the sense of self-efficacy in teaching English as a Foreign Language of a group of university teachers in Vietnam. Research exploring the relationship between culture and self-efficacy is extremely rare despite the acknowledged importance of culture in the formation of self-efficacy beliefs. Design/methodology/approach This study took the form of qualitative research with diverse, data collection instruments: individual interviews, focus group discussions, observations and journaling. Findings Findings indicate that certain features of the Vietnamese cultural context impacted on the way the study teachers constructed their sense of self-efficacy. Specifically, under the influence of a Vietnamese sense of belonging, the study teachers tended to rely more on efficacy-building information from other people rather than from themselves. The perception of inequality in power may have heightened negative emotional arousal, thus contributing to a negative sense of self-efficacy among the teachers. The Vietnamese concept of face and the high status of teachers in the social hierarchy in part mediated teachers’ sense of self-efficacy. Social implications The perceived burden of performing both parenting and teaching roles and responsibilities may have diminished the self-efficacy in teaching of female teachers. Originality/value The contribution and implications of the study are discussed.
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Keyword:
Culture; EFL teaching; English teaching; Identity; Literacy teaching; Teacher efficacy
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URL: https://doi.org/10.1108/ETPC-04-2015-0033 https://hdl.handle.net/10289/10818
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"In this class automatic my words come out": Implementing process drama in two Malaysian English language-learning contexts
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Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a foreign language
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Supporting student growth in syntactical fluency as writers: A paired learning approach
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Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity
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Critical literacy as an approach to literary study in the multicultural, high-school classroom
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Implementing critical literacy in a Tongan bilingual classroom
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Beyond shrek: fairy tale magic in the multicultural classroom
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Constructing English in New Zealand: A report on a decade of reform
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