Exploring self-efficacy beliefs in reading comprehension among EFL students in a university in Vietnam

Abstract

This study investigates the self-efficacy beliefs in reading comprehension among English as a Foreign Language (EFL) learners in a university in Vietnam, alongside related aspects. Despite the increasing importance of English proficiency for academic success and global opportunities in Vietnam, learners are often perceived as lacking confidence in their language learning efforts. These feelings of inferiority and self-doubt serve as indicators of self-efficacy beliefs, which significantly influence learning outcomes. Through an exploratory study involving eighty-six third-year students majoring in English Teacher Education, employing a quantitative approach with data collected through a questionnaire, the study reveals predominantly high levels of self-efficacy among the students (M=7.02). Furthermore, a statistically significant difference in self-efficacy between male and female students is observed, with all theoretical sources according to Bandura (1997) contributing to students' reading self-efficacy beliefs. The study concludes by discussing pedagogical implications and suggesting avenues for further research in this area, aiming to deepen the understanding of self-efficacy beliefs in EFL learners and inform instructional practices to enhance learning outcomes.