EFL Teachers’ Self-Efficacy and Classroom Management: Perceptions, Practices and Reflections on Professional Learning and Development

Lap, Trinh Quoc; Thi, Nguyen; Thanh, Le Trung

doi:10.12973/ejels.2.1.1

Cited by 5 publications

(5 citation statements)

References 41 publications

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“…EFL instructors in the current study were also found to value instructors' background in terms of experience and professional background, which was in line with previous research (Lap, Lien, & Thao, 2022). Most of the participants in the present study attributed their use of successful coping strategies with challenges to their experience (Shohani, Azizifar, & Kamalvand, 2014;Yerli Usul & Yerli, 2017) and less often to inborn abilities, talents, or intuitions.…”

Section: Discussionsupporting

confidence: 89%

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

GOKGOZ-KURT,

KARAFERYE

2023

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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The present study investigated tertiary-level English as a Foreign Language Teachers’/Instructors’ beliefs and perceptions of classroom management, discipline, and leadership in the classroom. In order to achieve this aim, EFL instructors completed the Teacher Self-efficacy in Classroom Management and Discipline Scale and two other open-ended questions asking them about their strengths and areas of improvement in classroom management and leadership. As revealed by the findings, EFL teachers reported their teaching and classroom management self-efficacy as somewhat high, while their view of external influences was neutral. Regarding the role of background variables, only, the experience was found to positively affect the self-reported measure of classroom management and discipline self-efficacy. Analysis of the qualitative data from the responses to open-ended questions further corroborated and expanded the quantitative data revealing diverse perspectives regarding EFL teachers’ strengths and areas of improvement in managing their classrooms more effectively.

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Section: Discussionsupporting

confidence: 89%

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

GOKGOZ-KURT,

KARAFERYE

2023

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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“…It was indicated that pre-service language teachers agreed that this course was of very high quality. Trinh et al (2022) examined EFL teachers' self-efficacy and their classroom management in the Mekong Delta. This study employed a mixed methods design including a questionnaire, interviews, and classroom observations.…”

Section: Pre-service Teachers' Perception Of Teaching Competency Deve...mentioning

confidence: 99%

Pre-Service Efl Teachers’ Perception of Teaching Competency Development Over the Tesol Course

Nguyen

2023

JFS

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The English teaching practice is an essential part of a TESOL methodology course as it can offer TESOL students or pre-service English as a foreign language (EFL) teachers valuable experience in actual teaching environments. Additionally, TESOL methodology courses play a crucial role in providing pre-service EFL teachers with excellent chances to master their professional knowledge to become competent language teachers in the future. In this regard, pre-service teachers’ improvement in knowledge, attitudes, and professional skills in teaching English is of vital importance to their teaching career since they assist pre-service EFL teachers in displaying teaching abilities. This study aimed at examining pre-service teachers’ perception of their teaching competency development after taking 45 periods of the English teaching course, which is a compulsory course in the MA program. 121 pre-service EFL teachers, whose majors are TESOL methodology, answered the self-assessment questionnaire survey in this study. The SPSS software was utilized for data analysis. The findings disclosed that pre-service EFL teachers believed that their teaching competencies were developed after learning the teaching practice course. Specifically, they improved their knowledge and teaching skills so as to attract students to their lessons. Pedagogical implications are suggested for policymakers and teacher trainers to enhance pre-service EFL teachers’ teaching competencies based on the preliminary results of the current study.

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“…Previous studies have often focused predominantly on language acquisition and proficiency, with less emphasis on how educators can effectively integrate cultural elements into their teaching practices (Little, 2022;Yen et al, 2024). Given Vietnam's ongoing efforts to align its educational objectives with global standards (Lap et al, 2022;Le, 2023;Thao & Mai, 2022), this study's focus on integrating CA within EFL education addresses a critical need in the Vietnamese tertiary education landscape. This need arises from the limitations of previous research which has not sufficiently explored the intertwining of language proficiency with cultural understanding, particularly in the Vietnamese context (Phuong et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Learner Autonomy and Cultural Awareness: Strategies of Vietnamese Tertiary-Level EFL Teachers

Hua,

2024

EUROPEAN J ED RES

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<p style="text-align:justify">This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.</p>

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EFL Teachers’ Self-Efficacy and Classroom Management: Perceptions, Practices and Reflections on Professional Learning and Development

Cited by 5 publications

References 41 publications

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas

Pre-Service Efl Teachers’ Perception of Teaching Competency Development Over the Tesol Course

Enhancing Learner Autonomy and Cultural Awareness: Strategies of Vietnamese Tertiary-Level EFL Teachers

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