FACTORS INFLUENCING PERCEIVED SELFEFFICACY OF VIETNAMESE PRE SERVICE EFL TEACHERS = các NHÂN tố ẢNH HƯỞNG đến sự tự TIN NĂNG lực của GIÁO SINH VIỆT NAM CHUYÊN NGÀNH GIẢNG dạy TIẾNG ANH

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION THESIS FACTORS INFLUENCING PERCEIVED SELFEFFICACY OF VIETNAMESE PRE-SERVICE EFL TEACHERS Supervisor: Nguyen Thi Thinh, M.A Student: Bui Thi Ngoc Course: QH2017.F1.E6 HANOI - 2021 i ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP CÁC NHÂN TỐ ẢNH HƯỞNG ĐẾN SỰ TỰ TIN NĂNG LỰC CỦA GIÁO SINH VIỆT NAM CHUYÊN NGÀNH GIẢNG DẠY TIẾNG ANH Giáo viên hướng dẫn: Th.S Nguyễn Thị Thịnh Sinh viên: Bùi Thị Ngọc Khóa: QH2017.F1.E6 HÀ NỘI - 2021 ii ACKNOWLEDGEMENT I am extending my profound thanks to the many people since the completion of my Bachelor thesis paper could not have been possible but for their participation and assistance First and foremost, I would like to express my sincere gratitude to my supervisor, M.A Nguyễn Thị Thịnh, for her encouragement, appreciation, and providing me with invaluable guidance throughout this research Her immense knowledge and constructive feedback helped my journey proceed much easier She fostered me to understand deeply the methodology to carry out the research and to present the research works as clearly as possible I suppose it was a great privilege and honor to work and study under her supervisions My gratitude is also extented to all my classmates and senior students at University of Languages and International Studies who participated in my study and willingly contributed valuable information to my research I would like to specially thank my group of friends, Tạ Minh Loan, Nguyễn Linh Giang, Nhữ Thu Sang, who were also proceeding with their thesis paper Thanks to their encouragement, empathy and advice, I could go for the research work to the end Finally, I would like to express my huge thanks to my parents for their love, prayers, understanding and caring for educating and supporting me to complete this research With my family who are always beside me, I could be more confident in mastering all my work and preparing for my future iii TABLE OF CONTENTS ACKNOWLEDGEMENT iii TABLE OF CONTENTS iv LIST OF FIGURES vii LIST OF TABLES vii ABBREVIATION viii ABSTRACT ix CHAPTER 1: INTRODUCTION 1 Rationale for the study Research aims and objectives 3 Research questions Significance of the study Scope of the study Organization of the paper CHAPTER 2: LITERATURE REVIEW Key concepts and theories 2.1 Conceptions of teacher self-efficacy theory 2.1.1 Bandura’s self-efficacy theory 2.1.2 Teacher self-efficacy 2.1.3 Sources of self-efficacy information in relation to teacher self-efficacy 2.1.4 Tschannen-Moran’s teacher self-efficacy and measurement of teacher selfefficacy 10 2.2 Studies on factors influencing teacher self-efficacy in EFL context 12 2.2.1 Studies on Bandura’s sources of self-efficacy information in relation to perceived self-efficacy of EFL teachers 13 2.2.2 Studies on other prominent factors influencing perceived self-efficacy of EFL teachers 15 2.2.3 Research gaps 16 CHAPTER 3: METHODOLOGY 18 iv 3.1 Research participants and context 18 3.2 Data collection instruments 19 3.3 Data collection 20 3.4 Data analysis instrument 21 3.5 Assessment of scale reliability 22 3.6 Ethical considerations 23 CHAPTER 4: RESULTS AND DISCUSSION 24 4.1 Results 24 4.1.1 The levels of pre-service EFL teachers’ sense of self-efficacy 24 4.1.2 Factors affecting the pre-service EFL teachers’ sense of self-efficacy 25 4.1.3 ELT education 26 4.1.4 Teaching recognition 28 4.1.5 Lack of teaching experience 31 4.1.6 English proficiency 32 4.1.7 Personal qualities 33 4.2 Discussion 33 4.2.1 Levels of pre-service EFL teachers 34 4.2.2 Factors influencing teaching self-efficacy of pre-service EFL teachers 34 4.2.3 Mastery experience 34 4.2.4 Social persuasion 37 4.2.5 Affective states 38 CHAPTER 5: CONCLUSION 40 5.1 Theoretical contribution 40 5.2 Pedagogical implications 40 5.3 Limitations and suggestions for further study 42 References 43 APPENDIX 56 APPENDIX 64 v APPENDIX 3: PARTICIPANT CONSENT FORM vi 65 LIST OF FIGURES Figure 1: Model of the relationship among factors in Social Cognitive Theory (Adapted from Bandura, 1997) Figure 2: Model of Teacher self-efficacy by Tschannen-Moran et al (1998) 11 LIST OF TABLES Table 1: Examples of forms of Sources of teacher self-efficacy information in the literature (Phan, 2015b) Table 2: Subscales Cronbach’s alpha reliabilities (α) 20 Table 3: Number of distributed and returned questionnaires 22 Table 4: Levels of LTSE in different subscales and total LTSE 24 vii ABBREVIATION English as a foreign language: EFL English language teaching: ELT Language Teacher Self-efficacy: LTSE Pre-service teachers: PSTs Social cognitive theory: SCT Teacher self-efficacy: TSE viii ABSTRACT Teacher self-efficacy is considered as one of the most important factors contributing to success or failure in teachers’ teaching performance Among domain-specific branches of teachers’ self-fefficacy (TSE) beliefs, language teachers’ self-efficacy (LTSE) has been paid inadequate attention despite its significance to study in education This study, thus, investigated levels of LTSE of pre-service EFL teachers and explored factors influencing the self-efficacy in teaching English as a Foreign Language (EFL) of preservice EFL teachers The study used a mixed method design in order to collect data information from 114 seniors majoring in EFL teaching at a state university in Vietnam The quantitative method revealed a moderate level of overall LTSE perceived by PSTs, with the highest rating being Instructional Strategies while the lowest level being Student Engagement The data analysed from group focus interview pointed out social persuasion was the most influential source of self-efficacy information The findings also indicated generally how different sources of self-efficacy information interacted with another one Contributions and implications were then suggested according to the findings ix CHAPTER 1: INTRODUCTION This chapter generalizes the rationale for the research, and clarifies the research aims, research questions, significance of the study, scope of the study, and provides the organization of the thesis paper It is then utilised as a research foundation for other chapters Rationale for the study It is universally noted that teachers make a crucial contribution to the development and maintenance of an intelligent, informant citizenry (The Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 1999) Teachers play some crucial and molding roles in terms of realizing specified aims and objectives of the system and promoting student achievements (Demirtaş, Cömert, & Özer, 2011) By virtue of the teacher’s importance, research exploring underlying factors that may have an impact on teachers and their profession has been received much attention in the literature In academic literature, teacher self-efficacy (TSE) that is defined as “the teacher’s belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (Tschannen-Moran, Hoy, & Hoy, 2001), has been attractted widespread interested from ucational researchers due to its relations to teaching effectiveness (Armor et al., 1976; Berman and MC Laughlin, 1977; Brookover et al., 1978, as cited in Gibson & Dembo, 1984) For example, high-efficacy teachers are argued to be often allocate more class time for academic activities and less time for nonacademic ones (Gibson & Dembo, 1984), which might allow them to yield more academic achievements Teachers with a strong sense of self-efficacy are more willing to take greater responsibility for students who are having difficulties, search and apply various teaching materials and activities appropriately, produce better performance, and probably remain occupational commitment (Klassen, Tze, Betts, & Gordon, 2011; Tschannen-Moran et al., 1998) In contrast, low-efficacy teachers have a tendency to avoid challenging tasks, for example, they are likely to invest slight Richardson, P W., & Watt, H M G (2005) “I’ve decided to become a teacher”: influences on career change Teaching and Teacher Education, 21(5), 475e489 Richards, J C (2010) Competence and performance in language teaching RELC Journal, 41(2), 101-122 doi:10.1177/0033688210372953 Sabokrouh, F (2013) The Effect of EFL Teachers’ Attitude toward English Language and English Language Proficiency on Their Sense of Efficacy English Language Teaching, 7(1) doi:10.5539/elt.v7n1p66 Saeidi, M., & Kalantarypour, M (2011) The relationship between Iranian EFL teachers’ self-efficacy and students’ language achievement World Applied Sciences Journal, 15(11), 1562-1567 Sevimel, A, Subasi, G (2018) The Factors Affecting Teacher Efficacy Perceptions of Turkish Pre- Service English Language Teachers The Journal of Language Learning and Teaching , (1) , 117 Silverman, S., & Davis, H (2009) Teacher efficacy Retrieved from http://www.education.com/reference/article/teacherefficacy/ Shahzad, K., & Naureen, S (2017) Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement Journal of Education and Educational Development, (1), 48-72 Sharma, Hemant & Rani, Ritu (2013) Relationship of Personal Growth Initiative with Self-Efficacy among University Postgraduate Students Journal of Education and Practice 125-135 Shulman, L (1987) Knowledge and Teaching: Foundations of the New Reform Harvard Educational Review, 23 doi:10.17763/haer.57.1.j463w79r56455411 52 57(1), 1– Skaalvik, E M., & Skaalvik, S (2010) Teacher self-efficacy and teacher burnout: A study of relations Teaching and Teacher Education, 26(4), 1059-1069 http://dx.doi.org/10.1016/j.tate.2009.11.001 Slater, S F (1995) Issues in conducting marketing strategy research Journal of Strategic Marketing, 3(4), 257– 270 doi:10.1080/09652549500000016 Tajeddin, Z., & Khodaverdi, N (2011) EFL teachers’ efficacy beliefs: Impacts of gender, experience and educational background Iranian Journal of Applied Linguistics (IJAL), 14(1), 159-182 Tsui, K.-T., & Kennedy, K (2009) Evaluating the Chinese version of the Teacher Sense of Efficacy Scale (C-TSE): Translation adequacy and factor structure AsiaPacific Education Researcher, 18(2), 245-260 doi:10.3860/taper.v18i2.1326 Tunc Yuksel, B (2010) Teacher efficacy beliefs of Turkish EFL teachers: A study with Turkish EFL teachers working at state primary schools (Master’s thesis) Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ Thomas W Britt, PhD, James Davison, Paul D Bliese, MSC USA, Carl Andrew Castro, MSC USA, How Leaders Can Influence the Impact That Stressors Have on Soldiers, Military Medicine, Volume 169, Issue 7, July 2004, Pages 541–545, https://doi.org/10.7205/MILMED.169.7.541 Thompson, G (2020) Exploring language teacher efficacy in Japan London: Multilingual Matters Tran, L T (2007) Learners' motivation and identity in the Vietnamese EFL writing classroom English Teaching: Practice & Critique, 6(1), 151163 Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W K (1998) Teacher efficacy: Its meaning and measure Review of Educational Research, 68(2), 202-248 53 Tschannen-Moran, M., & Hoy, A W (2001) Teacher efficacy: capturing an elusive construct Teaching and Teacher Education, 17(7), 783–805 doi:10.1016/s0742-051x(01)00036-1 Tschannen-Moran, M., & Hoy, A W (2007) The differential antecedents of self efficacy beliefs of novice and experienced teachers Teaching and Teacher Education, 23, 944-956 doi:10.1016/j.tate.2006.05.003 Tschannen-Moran, M., & McMaster, P (2009) Sources of self-efficacy: Four professional development formats and their relationship to selfefficacy and implementation of a new teaching strategy The Elementary School Journal, 110(2), 228-245 doi:10.1086/605771 Tsigilis, N., Grammatikopoulos, V., & Koustelios, A (2007) Applicability of the Teachers’ Sense of EfficacyScale to educators teaching innovative programs International Journal of Educational Management, 21, 634642 Usher, E L., & Pajares, F (2006) Sources of academic and self-regulatory efficacy beliefs of entering middle school students Contemporary Educational Psychology, 31(2), 125-141 http://dx.doi.org/10.1016/j.cedpsych.2005.03.002 Vaezi, S., & Fallah, N (2011) The Relationship between Self-efficacy and Stress among Iranian EFL Teachers Journal of Language Teaching and Research, 2, 1168-1174 Wyatt, M (2010) An English teacher’s developing self-efficacy beliefs in using groupwork System, 38(4), 603-613 doi:10.1016/j.system.2010.09.012 Wyatt, M., & Dikilitaş, K (2019) English language teachers’ selfefficacy beliefs for grammar instruction: implications for teacher educators The Language Learning Journal, 1– 13 doi:10.1080/09571736.2019.1642943 Yeung, K W., & Watkins, D (2000) Hong Kong Student Teachers’ Personal 54 Construction Of Teaching Efficacy Educational Psychology, 20(2), 213– 235 doi:10.1080/713663713 Yuksel, H G (2014) Becoming a teacher: Tracing changes in pre-service English as a foreign language teachers’ sense of efficacy South African Journal of Education, 34(3), 1-7 Zakeri, A., & Alavi, M (2011) English language teachers’ knowledge and their self efficacy Journal of Language Teaching and Research, 2(2), 413-419 doi:10.4304/jltr.2.2.413-419 55 APPENDIX SECTION A: Personal Information Gender: Class: Email address: SECTION B: LANGUAGE TEACHER SELF-EFFICACY The questionnaire below was developed and applied by Hoang (2020) in his research concerning self-efficacy of Vietnamese pre-service EFL teachers The original scale belongs to Tschannen-Moran and Woolfolk Hoy (2001) Please rate your self-efficacy beliefs on the 7-point Likert scale from highly disagree to highly agree by answering the following sentence: “I am confident about….” No Items Teaching English Te1 56 Teaching speaking skills Te2 Teaching reading comprehension Te3 Teaching writing skills Te4 Teaching listening comprehension Te5 Teaching English pronunciation 57 Te6 Teaching English grammar Te7 Using technology in teaching English Te8 Developing English tests Te9 Developing appropriate teaching materials Te10 Selecting appropriate teaching materials 58 Te11 Designing effective lesson plans Te12 Preparing learners for their entrance exams Student engagement Se1 Motivating students who show low interest in learning English Se2 Getting students to believe that they can well in English 59 Se3 Assisting families in helping their children well in school Se4 Helping students to value learning English Se5 Motivating students to perform to their fullest potential 60 Classroom management Cm1 Getting my students to follow classroom rules in my English classroom Cm2 Controlling disruptive behaviour in the classroom Cm3 Creating an atmosphere that encourages students to use English freely 61 Cm4 Using allocated time for various class activities effectively Cm5 Maintaining a classroom environment in which students work cooperatively in pairs and groups Instructional strategies Is1 Using a variety of assessment strategies 62 Is2 Providing students an alternative explanation/example when English students are confused Is3 Crafting good questions for my students throughout the lesson Is4 Providing students with specific feedback about their learning 63 Is5 Implementing alternative teaching methods and adjusting teaching activities to fit the needs and knowledge of my students APPENDIX FACTORS INFLUENCING LANGUAGE TEACHER SELF-EFFICACY Guidelines for group focus interview How you assess knowledge contents and training courses that you have received at university? Do you think you apply pedagogical knowledge and skills effectively when you teach your students? (e.g classroom management, instructional strategies, student engagement, ) Please tell me one of your successful sessions What contributed to the success? Please tell me one of your unsuccessful sessions What caused the unsuccessful experience? How does feedback from supervisor teachers or others influence your teaching practice? How you evaluate your English proficiency? What is its relationship with your teaching ability? 64 APPENDIX 3: PARTICIPANT CONSENT FORM Research: Factors influencing perceived self-efficacy of Vietnamese pre-service EFL teachers Self-efficacy in teaching: the case of EFL teachers at a university in Vietnam I,……………………………………… , as an EFL student teacher at ……………., have been given and read an explanation of the study conducted by Ms Bui Thi Ngoc I have been given an opportunity to ask questions and have all them answered • I have read and understood • My participation in this study is completely voluntary • My identity and revealed information will be treated with confidentiality • There exists the potential that my participation might be identified However, the researcher will not publish any information that brings harm to me and the faculty • The research findings will be published in the researchers’ thesis, presented in the aggregate In case the researcher does reports at the Faculty’s conference, implications of the study for teaching will be published Her thesis will be published on the Vietnam National University digital repository after it has been submitted, examined and passed • Signing this form indicates my agreement to participate in the study I understand that I have the right to: • refuse to answer any of the researcher’s questions during the discussions or interviews; • withdraw from the study at any time without any question from the researcher and without any disadvantage of any kind • withdraw my data from the study until the time that I have approved the transcript of my interview I agree to*: (Please tick the box √) No participate in the survey; □ □ have focus group discussions audio-recorded; 65 Yes □ □ exchange emails with the researcher and/or take part in follow-up interviews to clarify my revealed information □ (Signature) 66 □ ... SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP CÁC NHÂN TỐ ẢNH HƯỞNG ĐẾN SỰ TỰ TIN NĂNG LỰC CỦA GIÁO SINH VIỆT NAM CHUYÊN NGÀNH GIẢNG DẠY TIẾNG ANH Giáo viên hướng dẫn: Th.S Nguyễn Thị Thịnh Sinh viên:... self-efficacy, as perceived by pre- service EFL teachers? What are the factors affecting the pre- service EFL teachers? ?? sense of selfefficacy, as perceived by pre- service EFL teachers? Significance of the... objectives The aim of this study is to investigate levels of TSE of Vietnamese pre- service EFL teachers and understand factors influencing TSE of Vietnamese pre- service EFL teachers To achieve