The vietnamese educational context and university teachers’ sense of self - Efficacy in teaching English as a foreign language

Abstract

The study examined how the Vietnamese educational context affected the self-efficacy in teaching English as a Foreign. Language (EFT) of a group of university teachers. It adopted a qualitative approach, using focus group discussions, individual interviews, observation and journaling as researching tools. Data were gathered from eight teachers who taught EFL at a technical university in the South of Vietnam. Findings suggest that a number of factors mediated the teachers' beliefs in their ability to leach effectively, including student engagement, working conditions, the status of EFL, the dominance of the Grammar Translation Method in teaching English, and teachers’ perceptions of their pedagogical knowledge.