iii TABLE OF CONTENTS Acknowledgements. ii List of tables, figures, and abbreviations. Statement of the research problem and rationale for the study. Aims of the study.
Scope of the study. Significance of the study. Organisation of the thesis:. 6 CHAPTER 1: LITERATURE REVIEW.
Review of literature related to Self-efficacy and Teacher Self-efficacy theories. Definition, roles, sources, and types of self-efficacy. Self-efficacy and Social cognitive theory. Teacher self-efficacy.
Demographic factors that affect teacher self-efficacy. Teacher self-efficacy and teaching experience. Teacher self-efficacy and gender. Dimensions of teacher self-efficacy.
Non-native English speaker teacher & Teacher self-efficacy. Non-native vs. Native English speaker teacher. Non-native English speaker teacher self-efficacy.
The context of teaching at the Faculty of English Language Teacher Training, University of Languages and International Studies (FELTE, ULIS). How does this study fit into other research?. Sampling and Participants. 28 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.
Procedures of data collection. Procedures of data analysis. 35 CHAPTER 3: RESULTS AND DISCUSSIONS. Results of construct validation of the TEBS-Self.
Research question 1: What is the self-efficacy of NNESTs?. Research question 2: What is the self-efficacy of NESTs?. Research question 3: What is the relationship between the self-efficacy of these two parties in terms of gender and teaching experience?. 48 CHAPTER 4: SUGGESTIONS AND RECOMMENDATIONS.
Teacher development at FELTE, ULIS, VNUH. Teacher training program design at FELTE, ULIS, VNUH. 56 List of references. II LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com v LIST OF TABLES, FIGURES, AND ABBREVIATIONS List of Tables Table 1 - Reliability of Karimvand’s (2011) instrument.
32 Table 2 - Cronbach's alpha Coefficients for the TEBS-S. 32 Table 3 - TEBS-Self factor analysis results – 4 extracted components. 37 Table 4 - TEBS-Self factor analysis results – Factor loadings. 38 Table 5 - Participants' profile.
42 Table 6 - NNESTs’ general efficacy beliefs (N=34). 44 Table 7 - Dimensions of TEBS-S. 45 Table 8 - Statistics of the four sub-scales for NNESTs. 45 Table 9 - NESTs’ general efficacy beliefs (N=6).
47 Table 10 - Statistics of the four sub-scales for NESTs. 48 Table 11 - Statistics of the four sub-scales for NESTs and NNESTs. 49 Table 12 - Independent samples t-test of the four sub-scales for NESTs and NNESTs. 50 Table 13 - Gender aspect of the four dimensions of teacher self-efficacy.
51 Table 14 - Experience aspect of the four dimensions of teacher self-efficacy. 52 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vi List of Figures Figure 1 - Bandura’s (1997) Triadic Reciprocal Causation Model. 12 Figure 2 - Sample gender. 39 Figure 3 - Teaching experience of the sample teachers.
40 Figure 4 - Nationalities of the sample teachers. 41 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vii Abbreviation Native English Speaker Teacher NEST Non-Native English Speaker Teacher NNEST English as a Second Language ESL English as a Foreign Language EFL English Language Teachers Training ELTT Teaching English to Speakers of Other Languages TESOL Faculty of English Language Teacher Education FELTE University of Languages and International Studies ULIS Vietnam National University, Hanoi VNUH LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 1 PART A: INTRODUCTION T his opening part illuminates the research problem and rationale for the study, together with the aims, objectives, and the scope of the research. Primarily, in this part, the research questions are identified to act as clear guidelines for the whole study. Statement of the research problem and rationale for the study As English becomes a global language for communication and business and the teaching of English becomes a fast growth industry, an increasing number of English language teachers who are non-native English speakers can be seen in English as a Second Language (ESL) as well as in English as a Foreign Language (EFL) contexts around the world.
This raises so much interest in issues related to non-native English speaker teachers (NNEST) in the field of teaching English to speakers of other languages (TESOL) that a proliferation of papers, theses, dissertations, and publications has been dedicated to the topic. Specifically, the issues of NNESTs have been examined from chiefly three different areas of interest, which are the self-perceptions of NNESTs (e. Amin, 1997; Medgyes, 1983, 1994; Reves & Medgyes, 1994), the credibility of NNESTs (e. Amin, 1997, 1999; Braine, 1999; Thomas, 1999), and the meaning of the label NNES educator and other parties’ perceptions of NNES educators (e.
Self-efficacy, on the other hand, has been a fresh and recent research issue in the field of psychology and education (Bandura, 1995; Llurda, 2005; Graddol, 2007; Liu, 2009, Karimvand, 2011). Self-efficacy, as defined by Bandura (1995), is a person’s beliefs in his or her ability to succeed in a particular situation. More precisely, it is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations” (Bandura, 1995, p. The concept of self-efficacy is different from self-perception, which is an individual’s knowledge of their own “attitudes, emotions, and other internal states” through inference from observations of their own behaviour and/ or the circumstances in which this behaviour occurs (Bem, 1972, p.
The nature of self- efficacy is more cognitive and more concerned with expectancy beliefs about an LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2 individual's perceived capability to perform a certain task in a very specific domain (Bandura, 1997, cited in Mercer, 2008). In other words, self-efficacy is “a context-specific assessment of competence to perform a specific task, a judgement of one's capabilities to execute specific behaviours in specific situations” (Pajares and Miller, 1994, p. Self- efficacy can have an impact on everything from psychological states to behaviour to motivation, and thus, has become an important topic among psychologists and educators. Research on the self-perceptions of native English speaker teachers (NESTs) has received its fair share of attention (Braine, 1999; Kamhi-Stein, 2004; Llurda, 2005).
However, little has been done on the self-efficacy of NNESTs, which is the belief in their own capabilities to succeed in their teaching career which can impact their psychological states, behaviour, and motivation, etc. and in turn their students’ learning outcomes and achievement. In reality, at the Faculty of English Language Teacher Education, University of Languages and International Studies (FELTE, ULIS) in Vietnam, the teaching of English is in fact provided by a faculty comprising mainly native speakers of Vietnamese. What is more, FELTE – previously part of the English Department – under University of Languages and International Studies, Vietnam National University, Hanoi (ULIS, VNUH), is one of the leading and avant-garde English teaching institutions in Vietnam, with – among many others – the main aim of providing quality teachers of English for Vietnam.
On this ground, the researcher was motivated to carry out the research entitled “Self- Efficacy of Native and Non-Native English Speaker Teachers”, which aims to investigate the self-efficacy of NNESTs and to compare it with their NEST counterpart at FELTE, ULIS, to see what factors affect their teaching and the effectiveness of their work. Aims of the study This research aims to investigate the self-efficacy beliefs of NNESTs and to compare it with the self-efficacy beliefs of their NEST counterpart, and from the findings, to propose some context-specific suggestions for the betterment of professional development for NNESTs at ULIS-VNUH in particular and in Vietnam in general. Scope of the study LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 3 Within the scope of an MA thesis, the research will not cover every aspect of self- efficacy, nor with all categories of teachers at ULIS, VNUH. The study focuses on teacher self-efficacy, among some other types of self-efficacy beliefs (Self-efficacy, 2011).
In particular, the study focuses on the self-efficacy of NNESTs and NESTs at FELTE, ULIS, VNUH. It specifically targets self-efficacy in the educational context. Research questions: 1) What are the self-efficacy of NNESTs at FELTE? 2) What are the self-efficacy of NESTs at FELTE? 3) What is the relationship between the self-efficacy of these two parties in terms of gender and teaching experience? ii. Participants: 34 non-native English speaker teachers working in the EFL English language teachers training (ELTT) program at VNUH and 6 native English speaker teachers involved with ELTT program at VNUH and several other ELTT universities and colleges in Vietnam were involved in the study.
Instrumentation: The methodology of this research is mainly quantitative. The study employs the Teacher Efficacy Beliefs Scale – Self developed by Dellinger et al. (2008) to probe the self-efficacy beliefs of both native English speaker teachers and non-native English speaker teachers, and to analyse the correlation between the self-efficacy of these two parties. Data analysis The collected data were categorised and quantitatively analysed.
Data from questionnaires were statistically analysed to find answers to the research questions 1, 2, 3. LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Significance of the study On the basis of the statistical analyses of data, the self-efficacy of NNESTs and NESTs will emerge, and thus be compared to existing literature. Then suggestions for better professional development and eventually even better teaching quality at ULIS, VNUH are proposed.
Organisation of the thesis: This paper is divided into three main parts: Part A is the INTRODUCTION. In this part, the rationales of the study, the aims, research questions, the scope of the study, methods of the study and also its design are presented. Part B is the DEVELOPMENT which includes 4 chapters. Chapter 1, Literature Review, deals with a theoretical background about the definitions of the self-efficacy and its characteristics; “teachers’ self-efficacy”, and the “non-native English speaker teachers”, together with an overview of the teaching context at Faculty of English Language Teacher Education, University of Languages and International Studies (FELTE, ULIS).
At the same time, a review of related studies discloses the research gap; thus, justifies the aims and objectives of the whole study. Chapter 2, Research Methodology, describes the situation where the study was conducted and the informants involved in the study. It includes the teachers of English, both NSETs and NNSETs. The data collection instruments, procedures of data collection and data analysis are also presented in this chapter.
Chapter 3, Results and Discussion, presents and discusses the findings on self- efficacy of NESTs and NNESTs and a comparison of the two parties as well as the extent that self-efficacy contributes to the work achievement of the two parties. Chapter 4, Implications and Recommendations, presents some pedagogical implications of the study and suggestions for even better professional development for teachers at FELTE and eventually, even better teaching. LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 5 Part C is the CONCLUSION which summarizes the main points of the study, limitations and suggests for further research. REFERENCES and APPENDICES are presented in the last pages of the study.
LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 6 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW T his first chapter sheds light on the literature pertinent to the present study, i. the theoretical background and the review of studies relevant to the topic of research. Initially, the theoretical background will be elucidated with an explanation of key concepts, namely “self-efficacy”, “teachers’ self-efficacy”, and the “non-native English speaker teachers”, together with a thematically organised review of relevant studies. Then, an overview of the teaching context at Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS), Vietnam National University, Hanoi (VNUH) is presented.
Finally, a statement of the place and importance of the study in relation to current literature will justify the aims and objectives of the whole research.