INVESTIGATING EFL VIETNAMESE TEACHERS’ PERCEIVED LEVELS OF SELF-EFFICACY IN THE ENGLISH LANGUAGE CLASSROOM

Truong Vinh Duy

Abstract


Given the paramount importance of teachers’ self-efficacy in educational settings, the current study explores how Vietnamese EFL teachers perceive their own levels of self-efficacy in teaching English. To achieve this goal, the author employed a quantitative research method, utilizing a questionnaire for data collection from a population of 135 EFL teachers at universities in the Mekong Delta, Vietnam, who were invited to participate in an online survey of this work. A five-point Likert scale questionnaire was adopted, including 24 items investigating three dimensions of self-efficacy, namely students’ engagement, instructional strategies, and classroom management. The author used descriptive statistics run by applying SPSS version 24 to analyze this data. The results revealed a tendency toward higher self-efficacy levels in the instructional strategies dimension than in classroom management and student engagement. Some recommendations and limitations are provided to support future studies in this area.

 

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self-efficacy, perception, EFL Vietnamese teachers

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References


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DOI: http://dx.doi.org/10.46827/ejel.v10i3.6336

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