Self-efficacy of native and non-native English speaker teachers = Hiệu lực bản thân của giáo viên tiếng Anh bản ngữ và không bản ngữ. M.A Thesis Linguistics: 60 14 10

iii TABLE OF CONTENTS Acknowledgements i Abstract ii List of tables, figures, and abbreviations v PART A: INTRODUCTION 1 Statement of the research problem and rationale for the study Aims of the study Scope of the study Methodology Significance of the study Organisation of the thesis: PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Review of literature related to Self-efficacy and Teacher Self-efficacy theories 1.1.1 Definition, roles, sources, and types of self-efficacy 1.1.2 Self-efficacy and Social cognitive theory 11 1.1.3 Teacher self-efficacy 13 1.2 Demographic factors that affect teacher self-efficacy 16 1.2.1 Teacher self-efficacy and teaching experience 16 1.2.2 Teacher self-efficacy and gender 17 1.3 Dimensions of teacher self-efficacy 18 1.4 Non-native English speaker teacher & Teacher self-efficacy 20 1.4.1 Non-native vs Native English speaker teacher 20 1.4.2 Non-native English speaker teacher self-efficacy 21 1.5 The context of teaching at the Faculty of English Language Teacher Training, University of Languages and International Studies (FELTE, ULIS) 23 1.6 How does this study fit into other research? 24 1.7 Summary 27 CHAPTER 2: METHODOLOGY 28 2.0 Research questions 28 2.1 Sampling and Participants 28 iv 2.1.1 Sampling procedures 28 2.1.2 Participants 29 2.2 Instrumentation 29 2.3 Procedures of data collection 33 2.4 Procedures of data analysis 34 2.5 Summary 35 CHAPTER 3: RESULTS AND DISCUSSIONS 36 3.1 Results of construct validation of the TEBS-Self 36 3.2 Sample characteristics 39 3.3 Participant profile 42 3.3 Research question 1: What is the self-efficacy of NNESTs? 43 3.4 Research question 2: What is the self-efficacy of NESTs? 46 3.5 Research question 3: What is the relationship between the self-efficacy of these two parties in terms of gender and teaching experience? 48 CHAPTER 4: SUGGESTIONS AND RECOMMENDATIONS 54 4.1 Teacher development at FELTE, ULIS, VNUH 54 4.2 Teacher training program design at FELTE, ULIS, VNUH 55 PART C: CONCLUSION 56 List of references 58 APPENDIX I APPENDIX II v LIST OF TABLES, FIGURES, AND ABBREVIATIONS List of Tables Table - Reliability of Karimvand’s (2011) instrument 32 Table - Cronbach's alpha Coefficients for the TEBS-S 32 Table - TEBS-Self factor analysis results – extracted components 37 Table - TEBS-Self factor analysis results – Factor loadings 38 Table - Participants' profile 42 Table - NNESTs’ general efficacy beliefs (N=34) 44 Table - Dimensions of TEBS-S 45 Table - Statistics of the four sub-scales for NNESTs 45 Table - NESTs’ general efficacy beliefs (N=6) 47 Table 10 - Statistics of the four sub-scales for NESTs 48 Table 11 - Statistics of the four sub-scales for NESTs and NNESTs 49 Table 12 - Independent samples t-test of the four sub-scales for NESTs and NNESTs 50 Table 13 - Gender aspect of the four dimensions of teacher self-efficacy 51 Table 14 - Experience aspect of the four dimensions of teacher self-efficacy 52 vi List of Figures Figure - Bandura’s (1997) Triadic Reciprocal Causation Model 12 Figure - Sample gender 39 Figure - Teaching experience of the sample teachers 40 Figure - Nationalities of the sample teachers 41 vii Abbreviation Native English Speaker Teacher Non-Native English Speaker Teacher NEST NNEST English as a Second Language ESL English as a Foreign Language EFL English Language Teachers Training ELTT Teaching English to Speakers of Other Languages TESOL Faculty of English Language Teacher Education FELTE University of Languages and International Studies Vietnam National University, Hanoi ULIS VNUH PART A: INTRODUCTION T his opening part illuminates the research problem and rationale for the study, together with the aims, objectives, and the scope of the research Primarily, in this part, the research questions are identified to act as clear guidelines for the whole study Statement of the research problem and rationale for the study As English becomes a global language for communication and business and the teaching of English becomes a fast growth industry, an increasing number of English language teachers who are non-native English speakers can be seen in English as a Second Language (ESL) as well as in English as a Foreign Language (EFL) contexts around the world This raises so much interest in issues related to non-native English speaker teachers (NNEST) in the field of teaching English to speakers of other languages (TESOL) that a proliferation of papers, theses, dissertations, and publications has been dedicated to the topic Specifically, the issues of NNESTs have been examined from chiefly three different areas of interest, which are the self-perceptions of NNESTs (e.g Amin, 1997; Medgyes, 1983, 1994; Reves & Medgyes, 1994), the credibility of NNESTs (e.g Amin, 1997, 1999; Braine, 1999; Thomas, 1999), and the meaning of the label NNES educator and other parties’ perceptions of NNES educators (e.g., Hansen, 2004; Inbar, 2001; J Liu, 1999, 2004) (Kamhi-Stein, 2004) Self-efficacy, on the other hand, has been a fresh and recent research issue in the field of psychology and education (Bandura, 1995; Llurda, 2005; Graddol, 2007; Liu, 2009, Karimvand, 2011) Self-efficacy, as defined by Bandura (1995), is a person’s beliefs in his or her ability to succeed in a particular situation More precisely, it is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations” (Bandura, 1995, p.2) The concept of self-efficacy is different from self-perception, which is an individual’s knowledge of their own “attitudes, emotions, and other internal states” through inference from observations of their own behaviour and/ or the circumstances in which this behaviour occurs (Bem, 1972, p 2) The nature of selfefficacy is more cognitive and more concerned with expectancy beliefs about an individual's perceived capability to perform a certain task in a very specific domain (Bandura, 1997, cited in Mercer, 2008) In other words, self-efficacy is “a context-specific assessment of competence to perform a specific task, a judgement of one's capabilities to execute specific behaviours in specific situations” (Pajares and Miller, 1994, p 194) Selfefficacy can have an impact on everything from psychological states to behaviour to motivation, and thus, has become an important topic among psychologists and educators Research on the self-perceptions of native English speaker teachers (NESTs) has received its fair share of attention (Braine, 1999; Kamhi-Stein, 2004; Llurda, 2005) However, little has been done on the self-efficacy of NNESTs, which is the belief in their own capabilities to succeed in their teaching career which can impact their psychological states, behaviour, and motivation, etc and in turn their students’ learning outcomes and achievement In reality, at the Faculty of English Language Teacher Education, University of Languages and International Studies (FELTE, ULIS) in Vietnam, the teaching of English is in fact provided by a faculty comprising mainly native speakers of Vietnamese What is more, FELTE – previously part of the English Department – under University of Languages and International Studies, Vietnam National University, Hanoi (ULIS, VNUH), is one of the leading and avant-garde English teaching institutions in Vietnam, with – among many others – the main aim of providing quality teachers of English for Vietnam On this ground, the researcher was motivated to carry out the research entitled “SelfEfficacy of Native and Non-Native English Speaker Teachers”, which aims to investigate the self-efficacy of NNESTs and to compare it with their NEST counterpart at FELTE, ULIS, to see what factors affect their teaching and the effectiveness of their work Aims of the study This research aims to investigate the self-efficacy beliefs of NNESTs and to compare it with the self-efficacy beliefs of their NEST counterpart, and from the findings, to propose some context-specific suggestions for the betterment of professional development for NNESTs at ULIS-VNUH in particular and in Vietnam in general Scope of the study Within the scope of an MA thesis, the research will not cover every aspect of selfefficacy, nor with all categories of teachers at ULIS, VNUH The study focuses on teacher self-efficacy, among some other types of self-efficacy beliefs (Self-efficacy, 2011) In particular, the study focuses on the self-efficacy of NNESTs and NESTs at FELTE, ULIS, VNUH It specifically targets self-efficacy in the educational context Methodology i Research questions: 1) What are the self-efficacy of NNESTs at FELTE? 2) What are the self-efficacy of NESTs at FELTE? 3) What is the relationship between the self-efficacy of these two parties in terms of gender and teaching experience? ii Participants: 34 non-native English speaker teachers working in the EFL English language teachers training (ELTT) program at VNUH and native English speaker teachers involved with ELTT program at VNUH and several other ELTT universities and colleges in Vietnam were involved in the study iii Instrumentation: The methodology of this research is mainly quantitative The study employs the Teacher Efficacy Beliefs Scale – Self developed by Dellinger et al (2008) to probe the self-efficacy beliefs of both native English speaker teachers and non-native English speaker teachers, and to analyse the correlation between the self-efficacy of these two parties iv Data analysis The collected data were categorised and quantitatively analysed Data from questionnaires were statistically analysed to find answers to the research questions 1, 2, Significance of the study On the basis of the statistical analyses of data, the self-efficacy of NNESTs and NESTs will emerge, and thus be compared to existing literature Then suggestions for better professional development and eventually even better teaching quality at ULIS, VNUH are proposed Organisation of the thesis: This paper is divided into three main parts: Part A is the INTRODUCTION In this part, the rationales of the study, the aims, research questions, the scope of the study, methods of the study and also its design are presented Part B is the DEVELOPMENT which includes chapters Chapter 1, Literature Review, deals with a theoretical background about the definitions of the self-efficacy and its characteristics; “teachers’ self-efficacy”, and the “non-native English speaker teachers”, together with an overview of the teaching context at Faculty of English Language Teacher Education, University of Languages and International Studies (FELTE, ULIS) At the same time, a review of related studies discloses the research gap; thus, justifies the aims and objectives of the whole study Chapter 2, Research Methodology, describes the situation where the study was conducted and the informants involved in the study It includes the teachers of English, both NSETs and NNSETs The data collection instruments, procedures of data collection and data analysis are also presented in this chapter Chapter 3, Results and Discussion, presents and discusses the findings on selfefficacy of NESTs and NNESTs and a comparison of the two parties as well as the extent that self-efficacy contributes to the work achievement of the two parties Chapter 4, Implications and Recommendations, presents some pedagogical implications of the study and suggestions for even better professional development for teachers at FELTE and eventually, even better teaching Part C is the CONCLUSION which summarizes the main points of the study, limitations and suggests for further research REFERENCES and APPENDICES are presented in the last pages of the study ... 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