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Cited by 40Teacher Education and Leadership StudiesEFL/ESL Teaching and LearningEducation, Achievement, and Giftedness

Vietnamese teachers’ self-efficacy in teaching English as a Foreign Language: Does culture matter?

Phan, Nga Thi Tuyet, Locke, Terry·2016·English Teaching: Practice & Critique
DOI 10.1108/etpc-04-2015-0033
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Abstract

Purpose: The purpose of this paper is to explore the influence of culture on the sense of self-efficacy in teaching English as a Foreign Language of a group of university teachers in Vietnam. Research exploring the relationship between culture and self-efficacy is extremely rare despite the acknowledged importance of culture in the formation of self-efficacy beliefs. Design/methodology/approach: This study took the form of qualitative research with diverse, data collection instruments: individual interviews, focus group discussions, observations and journaling. Findings: Findings indicate that certain features of the Vietnamese cultural context impacted on the way the study teachers constructed their sense of self-efficacy. Specifically, under the influence of a Vietnamese sense of belonging, the study teachers tended to rely more on efficacy-building information from other people rather than from themselves. The perception of inequality in power may have heightened negative emotional arousal, thus contributing to a negative sense of self-efficacy among the teachers. The Vietnamese concept of face and the high status of teachers in the social hierarchy in part mediated teachers’ sense of self-efficacy. Social implications: The perceived burden of performing both parenting and teaching roles and responsibilities may have diminished the self-efficacy in teaching of female teachers. Originality/value: The contribution and implications of the study are discussed.

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Crossref · 10.1108/etpc-04-2015-0033

Cites

67 of 67 references verified0 citation errors · 0 not checkable

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  • Teachers can feel less efficacious if their culture and gender (Vietnamese and female) interact to make it harder to engage in activities such as planning and reflecting that could help them become more efficacious.

    “And they can feel less efficacious if their culture and gender (in this case, Vietnamese and female) interact to make it harder for them to engage in activities, such as planning and reflecting, that could help them become more efficacious (Phan & Locke, 2016).”

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

  • In Phan and Locke's (2016) study, some teachers appeared to have fixed mindsets, indicated by feeling unable to adapt to new practices such as CLT.

    “In Phan and Locke's (2016) study, some teachers appeared to have fixed mindsets, as these are described by Dweck (2000), on the basis that they indicated they felt unable to adapt to new practices such as CLT.”

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

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Related

Authors
Phan, N. T. T., & Locke, T.
Affiliations
  • Industrial University of Ho Chi Minh City (VN)
  • University of Waikato (NZ)
ORCID
Venue
English Teaching: Practice & Critique
Publisher
Emerald
Published
2016-05-03
Volume
15
Issue
1
Pages
105-128
ISSN
1175-8708 (ISSN-L)
DOI
10.1108/etpc-04-2015-0033
OpenAlex
W2407816761
Cited by
40
References
68
Citations by year
2026: 2 · 2025: 5 · 2024: 4 · 2023: 1 · 2022: 3 · 2021: 9 · 2020: 6 · 2019: 4 · 2018: 3 · 2017: 1 · 2016: 1 · 2015: 1
FWCI
13.32
Type
journal article
Language
en
Open access
closed
Licence
www.emerald.com/insight/site-policies (tdm)
Locations
  • English Teaching Practice & Critique (publishedVersion)
  • Research Commons (University of Waikato) (submittedVersion)
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, English as a foreign language teaching, Vietnamese culture, sense of belonging, face, power imbalance, emotional arousal, women teachers, university faculty, social hierarchy

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