Niềm tin giảng dạy hiệu quả của giáo viên tiếng anh: nghiên cứu điển mẫu tại một trường đại học ở Việt Nam

Abstract

The study aims to investigate English teachers’ self-efficacy - an under-researched area in the field of TESOL (Teaching English for Speakers of Other Languages). The case study, based on the framework of Bandura’s (1986) social cognitive theory, explores factors contributing to the self-efficacy of English teachers at a university in Vietnam. The semi-structured interviews reveal various factors, most of which are mentioned in Bandura's (1997) four sources of self-efficacy, namely mastery experiences, vicarious experiences, social persuasion, and physiological and affective States. The data also show high interrelatedness among these identified sources, which implies the consistency of the existing research.