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Cited by 110Teacher Education and Leadership StudiesEFL/ESL Teaching and LearningEducation, Achievement, and Giftedness

Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study

Phan, Nga Thi Tuyet, Locke, Terry·2015·Teaching and Teacher Education
DOI 10.1016/j.tate.2015.09.006
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Crossref · 10.1016/j.tate.2015.09.006

Cites

74 of 74 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Observational data, when combined with subsequently-gathered interview data, allow a more refined understanding of LTSE beliefs tasks from teachers' perspectives.

    “observational data, when combined with subsequently-gathered interview data, allow us to gain a more refined understanding of LTSE beliefs tasks from teachers' perspectives”

    From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Phan, 2015

  • Phan (2015) found that Vietnamese English teachers held very different ideas about the proficiency levels (IELTS scores) required for teaching.

    “Similarly, in focusing on attitudes towards proficiency, Phan (2015), in a qualitative study, presents Vietnamese English teachers with very different ideas about the proficiency levels (as indicated by IELTS scores) required for teaching.”

    From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Phan (2015)

  • In Phan (2015), Vietnamese English teachers generally felt their English had deteriorated since college due to lack of practice outside the classroom, but generally felt it was adequate, in contrast to teachers in other Asian studies who expressed inadequacy.

    “While these teachers generally felt their English had deteriorated since college due to the lack of opportunity to practise it outside the classroom, they nevertheless generally seemed to feel it was adequate, in contrast to teachers in other studies set in Asia (for example Hiver, 2013), who have expressed a sense of inadequacy in relation to the perceived requirements.”

    From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Phan (2015)

  • For Vietnamese teachers in Phan and Locke (2015), social persuasion was a more important source of efficacy information than mastery or vicarious experiences.

    “indeed, for the Vietnamese teachers in Phan and Locke (2015), these were a more important source of efficacy information than 'mastery' or 'vicarious' experiences.”

    From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Phan and Locke (2015)

Cites

Flagged first, then by citations

2 of the 76 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. Le, 2002, Sustainable professional development of EFL teachers in Vietnam, Teacher's Edition, 10, 32
  2. Nguyen, 2010, Pedagogical students' understanding of stereotype of teaching jobs, Vietnamese Psychology Journal, 2, 21
  3. Phan, 2009, Impacts of Vietnam's social context on the learners' attitudes towards foreign languages and English language learning: Implications for teaching and learning, Asian EFL Journal, 11, 169
  4. Schunk, 2006, Self-efficacy development in adolescences, Vol. 5, 71

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Authors
Phan, N. T. T., & Locke, T.
Affiliations
  • Industrial University of Ho Chi Minh City (VN)
  • University of Waikato (NZ)
Corresponding author
Locke, Terry
ORCID
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2015-11
Volume
52
Pages
73-82
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2015.09.006
OpenAlex
W1656829432
Cited by
110
References
76
Citations by year
2026: 8 · 2025: 11 · 2024: 9 · 2023: 15 · 2022: 17 · 2021: 14 · 2020: 8 · 2019: 10 · 2018: 9 · 2017: 7 · 2016: 1
FWCI
28.32
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
Teaching and Teacher Education (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
teacher self-efficacy, EFL teachers, Vietnamese teachers, social persuasion, vicarious experience, mastery experiences, English language teaching

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