Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language

Unpacking EFL Teacher Self-Efficacy in Livestream Teaching in the Chinese Context

“…Teacher self-efficacy may be generally defined as the belief of teachers in their competence to enhance the academic outcomes of students, engage students in the classroom, successfully carry out teaching tasks, and achieve teaching goals (Bandura, 1986;Campbell, 1996;Tschannen-Moran and Woolfolk Hoy, 2001;Gilbert, 2005;Hoang and Wyatt, 2021). This definition implies that teacher self-efficacy has a multidimensional structure.…”

“…Self-efficacy, that is, self-perception of individuals of their competence in executing specific tasks (Bandura, 1977 ), has attracted considerable attention in teacher education (Tschannen-Moran and Woolfolk Hoy, 2001 ; Gilbert, 2005 ; Choi and Lee, 2016 ; Hoang and Wyatt, 2021 ). Teacher self-efficacy is conceptualized as a teacher's judgment of his/her own competence in managing the classroom, engaging students, and performing assigned teaching tasks (Tschannen-Moran et al, 1998 ).…”

Research Into Second Language Learners’ and Teachers’ Self‐Efficacy Beliefs: Making the Connections

“…This acknowledgement in itself would suggest that researchers wishing to use an adapted version in other national contexts ought to at least use factor analysis reflexively, so that they can assess the relevance of different components of the instrument for their own context. However, in the case of LTSE beliefs research, factor analysis is frequently neglected (Faez et al, 2019), which is unfortunate since the TSES appears to work differently in Confucian heritage cultures (Hoang & Wyatt, 2020; Thompson, 2020). As an apparently rather blunt instrument, it would seem likely to produce less distinct results.…”

“…LTSE beliefs researchers might consider, then, using not an off‐the‐shelf instrument like the TSES but developing their own instrument reflexively in consultation with local educators familiar with real‐world language needs in the local context. While this strategy has been employed (e.g., Hoang & Wyatt, 2020; Thompson, 2020; Wyatt & Dikilitaş, 2019), it still appears to be rare.…”

Predictors of Teachers’ Self-Efficacy in Teaching EFL: An Examination of “Nativeness” and Teachers’ Training

“…They note that the preferred teacher has both traits, whereas teachers with insufficient levels are least preferred. These claims are supported by the existence of literature on language teacher's proficiency (Hoang and Wyatt, 2021), teachers' training (Shum et al, 2020), and self-efficacy.…”