(Luận văn thạc sĩ) self efficacy of native and non native english speaker teachers

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 51 With both groups collapsed into one sample, gender appears to have little effect on SEB of the teachers in the sample Except for the dimension of Monitoring and Feedback for Learning (MFL), the male show a consistently lower level of endorsement than the female on the self-efficacy scale (see Table 13) The finding was in line with finding by Cheung (2006, cited in Karimvand 2011) and Karimvand’s (2011, p.173) findings which showed that female teachers “have significantly more general efficacy than male teachers, while it is worth mentioning that female teachers in this study were generally older and had longer teaching experience than male teacher” Sub-scales Accommodating Individual Mean SD Male Female Male Female 3.57 4.27 1.27 1.35 20 29 20.52 1.38 3.88 9.00 8.76 2.45 1.64 10.716 11.06 3.30 2.54 Differences (AID) Maintaining a Positive Classroom Climate (PCC) Monitoring and Feedback for Learning (MFL) Managing Learning Routines (MLR) Table 13 - Gender aspect of the four dimensions of teacher self-efficacy 52 Teaching experience then was explored with the whole sample Descriptive statistics show interesting results While teachers in group with less than years of teaching experience consistently show a lower level of endorsement of AID, PCC and MLR, they appear to endorse Monitoring and Feedback for Learning - MFL more than their counterpart group 2, teachers with or more than years of teaching experience Group mean score for MFL is 8.82 (SD=1.47), whereas group mean score is 8.79 (SD=1.90) Group Statistics TeachingExp F1 F2 F3 F4 N Mean Std Deviation S.E Mean 11 10.36 2.91 88 29 11.24 2.54 47 11 8.82 1.47 44 29 8.79 1.90 35 11 4.00 1.34 40 29 4.21 1.37 25 11 18.09 3.30 1.00 29 21.38 3.27 61 Table 14 - Experience aspect of the four dimensions of teacher self-efficacy F1= MLR; F2=MFL; F3=AID; F4=PCC 1=Less than years’ teaching experience; 2=Equal to or more than years’ teaching experience This finding supports the results of Karimvand’s (2011, 177) study that found that “experience significantly affects Iranian EFL teachers’ self-efficacy” 53 In summary, the NESTs and NNESTs in the present study appeared to show similar trends in their beliefs about their teaching efficacy They found themselves to be efficacious in Maintaining a Positive Classroom Climate (PCC), Managing Learning Routines (MLR) and Monitoring and Feedback for Learning (MFL) They all reported that they are not self-efficacious in Accommodating Individual Differences (AID) NESTs even rated themselves to be less efficacious than NNESTs in this aspect A careful scrutiny of the ELT Methodology program at FELTE-ULIS-VNU Hanoi revealed that the program does not have any module on special education, a theoretical base for accommodating individual differences On the basis of the findings, the study offers some suggestion and recommendations for EFL teacher development The next chapter presents the information 54 CHAPTER 4: SUGGESTIONS AND RECOMMENDATIONS I n general, the study achieved the objectives set out at the introductory part and answered the three questions set out for the research This chapter aims to propose what should be done when ELT teachers, both NNESTs and NESTs, reported that they found themselves efficacious in Maintaining a Positive Classroom Climate (PCC), Managing Learning Routines (MLR) and Monitoring and Feedback for Learning (MFL) and not selfefficacious in Accommodating Individual Differences (AID) 4.1 Teacher development at FELTE, ULIS, VNUH In recent years, with the emergence of the postmethod pedagogy which empowers language teachers to become “both theorizers and practitioners” (Kumaravadivelu, 2003) and critical pedagogy which considers teachers as “transformative intellectuals” (Pennycook, 1989, p 613, cited in Akbari & Moradkhani, 2010), more attention has been paid to the teacher’s role in the process of education The teacher, among the other people involved in the contribution to education, i.e administrators, policy makers, curriculum planners, teacher educators, and textbook writers, is considered the agent of change who shapes and reshapes the learning outcome In fact, the teacher can play a decisive role in the success or failure of an education endeavour (Richards and Renandya, 2002; Kumaravadivelu, 2003) It is, therefore, wise to invest in professional development of teachers in general, EFL teachers at FELTE, in particular Such a program would benefit much from the findings of the present study on teacher self-efficacy in two ways Firstly, the fact that both native English speaker teachers and non-native English speaker teachers report a high level of beliefs on their abilities to maintain a Positive Classroom Climate (PCC), to manage Learning Routines (MLR) and to monitor and provide Feedback for Learning (MFL) show that the training programs for these teachers have done very well on these aspects Future training programs could build on these solid grounds for even more success 55 Secondly, the fact that both native English speaker teachers and non-native English speaker teachers report a low level of beliefs on their abilities to accommodate Individual Differences (AID) shows that this very aspect is lacking in the training programs for ELT teachers ELT teacher trainers may take advantage of available sources on teaching students with special needs in other subject areas to incorporate relevant approaches and techniques into the ELT training programs to better prepare English teachers for inclusive education, a policy promoted by Vietnamese Ministry of Education and Training and strongly supported by major donors in educational field 4.2 Teacher training program design at FELTE, ULIS, VNUH As mentioned above, the lack of an element of special education to provide teachers with knowledge and skills on how to Accommodate Individual Differences (AID) in the training programs for ELT pre-service teachers points to the need to design a module on special education in ELT The design should follow standard procedures of needs analysis, material development, piloting, editing and so on Approaches, methods and techniques could be borrowed from established procedures used in other subject matters The design module may not just focus on catering for the needs of disabled students but also on providing English teachers with appropriate techniques and procedures for individualisation in English language teaching It may also looks at practical tips for teaching mixed abilities classes, a real problem in many English language classrooms 56 PART C: CONCLUSION T eacher self-efficacy, which refers to teachers’ beliefs in their self-perceived abilities to organize and execute courses of action to reach a specific level of achievement in situation-specific teaching tasks (Dellinger, 2001), is an important indicator of educational success According to Bandura (1993), self-efficacious teachers effectively create learning environments conducive to development of cognitive skills, while teachers with a low sense of instructional efficacy favor a punishment orientation that relies heavily on negative sanctions to get students to study This study utilised the TEBS-Self questionnaire survey developed by Dellinger et al (2008) to collect information about the self-efficacy beliefs of native and non-native English speaker teachers in the Vietnamese higher education teaching context Results show that both groups have high beliefs on their capabilities to maintain positive classroom climates The two groups also report low level of endorsement on dealing with special needs students The native speaker group, on the other hand, reported high level on monitoring and feedback and classroom management Finally, the study provided recommendations and implications for even better professional development for NNESTs Though the researcher has carried out the study with full prudence and seriousness, there remain certain limitations in the study First and foremost, due to other responsibilities and the lack of time, the researcher could not carry out interviews of NNESTs and NESTs to probe elucidation to their perceived efficacy, and the extent to which these perceived efficacy affect their work achievement, their teaching practices, their outlook of the process of education, and subsequently, their students’ academic achievement Next, within the scope of this research, the concept of self-efficacy was particularly examined in the educational context More precisely, the study looked at teacher selfefficacy from the psychometric dimensions developed by Dellinger et al (2008) which is only a small aspect of a larger picture 57 On the methodology of the research, this study utilises a single survey questionnaire, namely the Teacher Efficacy Belief Scale – Self (TEBS-S) developed by Dellinger et al (2008) Though the TEBS-S has been analysed thoroughly for internal consistency validity, some factors/ items remain rather irrelevant to the teaching context of the participants in the research In view of the limitations of this study, the researcher would like to make some recommendations for further research into the same topic First of all, further research on teacher self-efficacy beliefs and their potential impacts on teachers’ work achievement and their students’ academic attainment should be carried out Secondly, as the study looked at teacher self-efficacy from the psychometric dimensions developed by Dellinger et al (2008) which is only a small aspect of a larger picture, other researchers are encouraged to examine the topic based on different authors’ conceptualisation of teacher self-efficacy for a more wide-ranging view Finally, as, according to Dellinger, teacher efficacy is “a belief system that one has concerning his/her self-perceived capabilities to organize and execute courses of action to acquire given levels of attainment in situation-specific teaching tasks” (Dellinger, 2011), more comprehensive and context-specific tools to gauge teachers’ self-efficacy should be developed for thorough and exhaustive findings 58 LIST OF REFERENCES Akbari, R., & Moradkhani, S (2010) Iranian English Teachers’ self-efficacy: Do Academic Degree and Experience make a difference? 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II APPENDIX TEBS-Self Coding Scheme Demographic factors Variable Gender (Gender) Teaching Experience (TeachingExp) Nationality (Nationality) Code Male = 1; Female = Less than three years = 1; Equal to or more than three years = Vietnamese = 1; Others (US, UK, etc.) = Psychometric dimensions Variable Corresponding questionnaire items Items: 1, 2, 12, 13, 14, 27, 28 Accommodating Individual Differences (AID) Maintaining a Positive Classroom Climate Items: 3, 4, (PCC) Monitoring and Feedback for Learning (MFL) Items: 3, 4, 5, 6, 7, 8, 9, 24, 30, 31 Items: 5, 10, 11, 15, 16, 17, 18, 22, 23 Managing Learning Routines (MLR) Questionnaire items plan activities that accommodate the range of individual differences among my students plan evaluation procedures that accommodate individual differences among my students use allocated time for activities that maximize learning effectively manage routines and procedures for learning tasks clarify directions for learning routines maintain high levels of student engagement in learning tasks redirect students who are persistently off task maintain a classroom climate of courtesy and respect maintain a classroom climate that is fair and impartial communicate to students the specific learning outcomes of the lesson communicate to students the purpose and/or importance of learning tasks implement teaching methods at an appropriate pace to accommodate differences among my students utilize teaching aids and learning materials that accommodate individual differences among my students provide students with opportunities to learn at more than one cognitive and/or performance level communicate to students content knowledge that is accurate and logical clarify student misunderstandings or difficulties in learning provide students with specific feedback about their learning provide students with suggestions for improving learning actively involve students in developing concepts solicit a variety of questions throughout the lesson that enable higher order thinking actively involve students in critical analysis and/or problem solving monitor students’ involvement during learning tasks adjust teaching and learning activities as needed manage student discipline/behavior involve students in developing higher order thinking skills motivate students to perform to their fullest potential provide a learning environment that accommodates students with special needs improve the academic performance of students, including those with learning disabilities provide a positive influence on the academic development of students maintain a classroom environment in which students work cooperatively successfully maintain a positive classroom climate Code SE1 SE2 SE3 SE4 SE5 SE6 SE7 SE8 SE9 SE10 SE11 SE12 SE13 SE14 SE15 SE16 SE17 SE18 SE19 SE20 SE21 SE22 SE23 SE24 SE25 SE26 SE27 SE28 SE29 SE30 SE31 ... (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... 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. .. types of self- efficacy have been identified, namely general self- efficacy, social self- efficacy, academic self- efficacy, and teacher self- efficacy (Self- efficacy, 2011) Below is a brief summary of