scholarly journals Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

2020 ◽  
Author(s):  
Nga Thi Tuyet Phan
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Efficacy Beliefs ◽  
The Self ◽  
Teaching English ◽  
University Teachers ◽  
The Relationship

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. 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. Findings also 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. 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.

scholarly journals Hubungan antara efikasi diri dengan keterampilan komunikasi siswa

2020 ◽  
Vol 13 (2) ◽  
pp. 147-155
Author(s):  
Budi Astuti ◽  
Anggi Idwar Pratama
Keyword(s):  
Data Collection ◽  
Communication Skills ◽  
Self Efficacy ◽  
Research Method ◽  
The Self ◽  
Guidance And Counseling ◽  
School Class ◽  
Teacher Guidance ◽  
Correlational Research ◽  
The Relationship

AbstrakPenelitian ini bertujuan untuk mengetahui hubungan antara efikasi diri dan keterampilan komunikasi siswa. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi pada penelitian ini ialah siswa SMP Islam Al Azhar 26 Yogyakarta kelas VII A, VII B, VII C, VIID, VII E, VII F dan VII G. Penelitian ini melibatkan seluruh populasi siswa kelas VII dengan jumlah 124 siswa. Teknik pengumpulan data menggunakan skala efikasi diri dan skala keterampilan komunikasi yang diadaptasi. Realibilitas skala efikasi diri 0,91 dan realibillitas skala keterampilan komunikasi 0,89. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara efikasi diri dengan keterampilan komunikasi siswa. Hasil korelasi diperoleh 0.208 yang berada pada koefesien korelasi antara 0.20-0.399 termasuk memiliki tingkat hubungan rendah. Masih ada faktor-faktor lain yang memiliki hubungan dengan keterampilan komunikasi. Tingkat efikasi diri siswa termasuk dalam kategori sedang sebanyak 94 siswa (76%). Tingkat keterampilan komunikasi siswa termasuk dalam kategori sedang sebanyak 82 siswa (66%). Hasil penelitian ini memberikan implikasi terhadap guru bimbingan dan konseling untuk memberikan intervensi-intervensi yang tepat agar keterampilan komunikasi siswa dapat meningkat dengan efikasi diri yang memadai. The relationship between self-efficacy and student communication skillsThis study aimed to determine the relationship between self-efficacy and student communication skills. The research method used is a quantitative approach to the type of correlational research. The population in this study were students of Al Azhar 26 Yogyakarta Islamic Middle School class VII A, VII B, VII C, VIID, VII E, VII F and VII G. This study involved the entire population of grade VII students with a total of 124 students. Data collection techniques using self-efficacy scales and communication skills scales were adapted. The reliability of the self-efficacy scale was 0.91 and the reliability of the communication skills scale was 0.89. The results showed that there was a positive and significant relationship between self-efficacy and student communication skills. The correlation results obtained 0.208 which is at the correlation coefficient between 0.20-0.399 at the low level of relationship. There are still other factors that have a relationship with communication skills. The level of student self-efficacy is included in the moderate category of 94 students (76%). The level of student communication skills is included in the moderate category of 82 students (66%). The results of this study have implications for teacher guidance and counseling to provide appropriate interventions so that students' communication skills can be improved with adequate self-efficacy.

scholarly journals The Relationship between Multiple Intelligences and the Age of Institutional Teachers

2014 ◽  
Vol 5 (2) ◽  
pp. 582-586
Author(s):  
Mani Jouzdani
Keyword(s):  
Foreign Language ◽  
Multiple Intelligences ◽  
T Test ◽  
Multiple Intelligence ◽  
Teaching English ◽  
The Relationship ◽  
Paired T Test

This study tends to investigate whether the age of English as a Foreign Language (EFL) institutional teachers in Isfahan/Iran have any relationship with the intelligence they prefer to use, whether consciously or unconsciously, in teaching English as a foreign language. The intelligences considered for the purpose of this study are namely Interpersonal and bodily/kinesthetic intelligences proposed by Gardner (1983). In order to conduct this investigation a standardized questionnaire based on Berman (2001) and Christison and Kennedy (1999) Multiple Intelligence (MI) checklist was given to 117 male institutional teachers and the results were calculated using a paired T-test also ten interviews were conducted at the end of the case study on ten teachers after observing their classes. The results suggested that as the age of the teacher increase, to some extent, their preference in using interpersonal intelligence over bodily/kinesthetic intelligence increases as well. Also the case study conducted on one of the institutional teachers proved that teachers of older ages prefer using interpersonal intelligence over bodily/kinesthetic one.

The Relationship Between the Achievement Goal Orientation and the Self Efficacy Beliefs of the Candidate Teachers

2014 ◽  
Vol 4 (1) ◽  
pp. 212-227 ◽  
Author(s):  
Nese Ozkal ◽  
Vesile Yildiz Demirtas ◽  
Hale Kasap Sucuoglu ◽  
Cem Oktay Guzeller
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Achievement Goal ◽  
The Self ◽  
Achievement Goal Orientation ◽  
The Relationship

scholarly journals CORRELATION OF PERSONAL AND INSTITUTIONAL FACTORS WITH RESEARCH PRODUCTIVITY AMONG UNIVERSITY TEACHERS

2021 ◽  
Vol 9 (2) ◽  
pp. 240-246
Author(s):  
Ayesha Batool ◽  
Saghir Ahmad ◽  
Sadaf Naz
Keyword(s):  
Data Collection ◽  
Research Productivity ◽  
The Self ◽  
Institutional Factors ◽  
Research Culture ◽  
University Teachers ◽  
Research Production ◽  
Research Procedure ◽  
The Relationship ◽  
Teaching Personnel

Purpose of the study: The purpose of the research was to explore the association of teachers’ particular and university factors to enhance research production. Methodology: The design of the research was correlational. It was descriptive and survey research. Teaching personnel of universities participated in this research. Teachers were selected from departments by stratified technique. The self-developed questionnaire related to variables was used for data collection. The relationship was explored by using Pearson r among variables of the study. Main Findings: It was found that different components of institutional elements research procedure of departments, job and compensation, and assets and helping material have a poor, however positive correlation with research profitability of teaching personnel.     Applications of this study: The findings of the study are applicable in universities. The leadership may take steps for the improvement and promote research culture at a higher level. Novelty/Originality of this study: Personal and institutional factors of research productivity were explored in this study. This study determines that how both types of elements are crucial and affect the research productivity of teachers.

scholarly journals Self-efficacy of Saudi English Majors after the Emergent Transition to Online Learning and Online Assessment during the COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 127
Author(s):  
Zeineb Amri ◽  
Nasser Alasmari
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Efficacy Beliefs ◽  
Performance Tests ◽  
Online Questionnaire ◽  
Face To Face ◽  
English Majors ◽  
Face To Face Learning ◽  
The Relationship

This research explores the sense of self-efficacy among Saudi English majors at Jeddah University during the COVID-19 pandemic, which forced all schools in Saudi Arabia to suspend face-to-face learning and, instead, use the online Blackboard platform. The study’s objectives are to determine Blackboard’s effect on Saudi learners’ self-efficacy beliefs, identify factors influencing these beliefs in the online context, and determine the relationship between self-efficacy beliefs and academic performance. Phone interviews, an online questionnaire, and online performance tests served as data collection instruments. The results indicate that urgent Blackboard use negatively affected the subjects’ self-efficacy beliefs, and there is a positive, significant relationship between academic performance and perceived self-efficacy. Among other factors, familiarity with Blackboard, technical competence, and a readiness to embrace technology strongly influenced the students’ self-efficacy beliefs. This paper also presents implications and pedagogical recommendations drawn from the results.

scholarly journals The Association between Self-efficacy of Saudi Learners and Their EFL Academic Performance

2018 ◽  
Vol 8 (10) ◽  
pp. 1351
Author(s):  
Fakieh Alrabai
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
Final Exam ◽  
Learning English

Considering the important impact of individual variables on language learning, this study seeks to highlight the relationship between Saudi learners of English as a foreign language (EFL) sense of self-efficacy about learning English and their academic performance in this language. The self-efficacy beliefs of 221 Saudi EFL undergraduate students whose major is English were explored using a questionnaire, while their academic performance was assessed using final exam scores in four language skills (listening, speaking, reading, and writing). The data gathered were analysed quantitatively. The findings demonstrated that EFL participating students hold very low overall self-efficacy beliefs about learning the English language. They were also low achievers in learning English in general. Moreover, students’ English self-efficacy positively correlated with their language attainment, suggesting that learners’ beliefs about language learning affect their language performance. The findings of the study shed light on the crucial association between Saudi EFL learners’ self-efficacy beliefs and their language achievement. We anticipate that these findings will provide guidelines for the different parties involved in language learning/teaching in the country. These guidelines should address how to help students hold correct beliefs about foreign language learning in order to achieve better EFL learning outcomes.

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