EXPLORING SELF-EFFICACY OF ENGLISH-AS-MEDIUM-INSTRUCTION TEACHERS AT A VIETNAMESE PUBLIC UNIVERSITY

Abstract

This paper explores the self-efficacy of English as a Medium of Instruction (EMI) teachers at a public university in Vietnam. It focuses on three key areas of teaching:
instructional practices, classroom management, and student engagement. A quantitative approach was employed using the Teachers’ Sense of Efficacy Scale (TSES)
to assess self-efficacy among ten EMI teachers. Data were collected via online questionnaires, and the results were analyzed to examine the relationship between
teachers' self-efficacy and their instructional strategies, classroom management techniques, and student engagement. The findings reveal high levels of self-efficacy
across all three dimensions, with teachers expressing strong confidence in motivating students, managing classroom disruptions, and setting clear behavioural
expectations. However, there were mixed results regarding family involvement in student success, indicating an area for improvement. Most teachers also
demonstrated confidence in using diverse instructional strategies, though there is room for growth in diversifying assessment methods. The study highlights both
the strengths and potential areas for development in supporting EMI teachers to enhance their self-efficacy, particularly in engaging families in the learning process.