English as a Foreign Language Teachers’ Perceptions of Their Self-Efficacy in Using Instructional Strategies

Abstract

<p style="text-align: justify;">This investigation examined English as a foreign language (EFL) teachers’ perceptions of their self-efficacy in using instructional strategies in the context of the Mekong Delta of Vietnam. The research was designed as a descriptive research collecting quantitative and qualitative data from a questionnaire and semi-structured interviews. Forty-six Vietnamese EFL teachers were invited to partake in the study. The results indicated that participants were in general confident in using instructional strategies in their English classes. Specifically, the participants were highly confident in their abilities to use multimedia (M=4.41), assessment techniques (M=4.35), and classroom English (M=4.35). The study also indicated that participants were not confident in evaluating the level of task difficulty (M=3.37), dealing with unmotivated students (M=3.57), and meeting students’ particular needs for support (M=3.62). Pedagogical implications and recommendations were addressed to help manifold stakeholders at the end of this paper.</p>

Insights into Classroom Dynamics: Indonesian EFL Teachers' Self-Efficacy in Instructional Strategies

“…In this sense, the participating teachers agreed that their self-efficacy could influence the instructional methods employed. Consistent with this finding, Lap et al (2022b) also posit that teachers' selfefficacy pertains to an attribute employed by teachers within the classroom to enhance students' academic performance. In addition, teachers' self-efficacy has influenced their pedagogical approaches throughout the teaching and learning process.…”

“…This finding aligns with the findings of studies conducted by Zonoubi et al (2017) and Choi and Lee (2018), which found that teachers with a strong understanding of the subject matter tend to be more confident in teaching. Another study by Lap et al (2022a) also found that teachers who feel confident in their teaching abilities are more likely to use diverse and effective teaching strategies. This indicates a correlation between subject matter understanding and self-efficacy in the context of English language teaching in Indonesia.…”

“…Bandura's social cognitive theory argues that self-efficacy beliefs greatly influence an individual's behaviour, motivation, and perseverance in the face of challenges (Bandura, 2000). In the context of English language teaching, teachers with high self-efficacy are more likely to adopt innovative instructional approaches, demonstrate greater resilience in overcoming barriers, and foster supportive learning environments conducive to English language learning (Choi & Lee, 2018;Lap et al, 2022a). In the Indonesian context, teaching English as a foreign language requires teachers to have not only a solid understanding of language acquisition theory and pedagogical strategies but also a strong belief in their own ability to teach English effectively to their students.…”

“…The influence of self-efficacy on teaching practice has been extensively studied and researched in various educational contexts. The study by Lap et al (2022b) found that EFL teachers with high self-efficacy in instructional strategy positively impacted their learners' motivation by using strategies for generating students' initial motivation and maintaining students' motivation. Other studies by Burić and Kim (2020b) and Yang et al (2018) found an association between efficacy beliefs and teaching, indicating the importance of having high efficacy beliefs in instructional direction for optimal learning process and achievement.…”

The impact of demographic information on students’ preferable extracurricular activities for English learning

“…These activities are English-intensive and require participants to have a certain level of English proficiency. Self-efficacy dramatically impacts one's desire to do something (Lap, Lien, & Thao, 2022). Therefore, English language majors outperform non-major students in their interest in these activities.…”