title: Vietnamese teachers’ self-efficacy in teaching English as a foreign language

authors: Phan, Nga Thi Tuyet

subjects: Culture

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.

text: Vietnamese teachers’ self-efficacy in teaching English as a foreign language 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.

year: 2016

title: Twardowski, rationality, and post-truth

authors: Ulatowski, Joseph W.

subjects: Kazimierz Twardowski

abstract: If Twardowski is correct about rationality, then truth comes in degrees. If truth comes in degrees, then we must replace a classical conception of truth with a nearby alternative. Post-truth accepts that statements need not be true or false but may be scalar. Thus, Twardowski's own vision of rationality (logistic anti-irrationalism) would have to accept that truth comes in degrees.

text: Twardowski, rationality, and post-truth If Twardowski is correct about rationality, then truth comes in degrees. If truth comes in degrees, then we must replace a classical conception of truth with a nearby alternative. Post-truth accepts that statements need not be true or false but may be scalar. Thus, Twardowski's own vision of rationality (logistic anti-irrationalism) would have to accept that truth comes in degrees.

year: 2026

title: WERO: A pānui for tauira Māori in psychology

authors: Waitoki, Waikaremoana

abstract: The first WERO pānui was edited in 1991 by the first Māori in psychology at Waikato University, Stephanie Palmer and Linda Waimarie Nikora. This pānui is the third in the WERO series, aiming to continue the legacy of the first publication in 1991 (edited by Stephanie Palmer) and the second in 1992 (edited by Hikitapua). The pānui continues to center diverse Māori perspectives with relevance for those affected by racial oppression in psychology.

text: WERO: A pānui for tauira Māori in psychology The first WERO pānui was edited in 1991 by the first Māori in psychology at Waikato University, Stephanie Palmer and Linda Waimarie Nikora. This pānui is the third in the WERO series, aiming to continue the legacy of the first publication in 1991 (edited by Stephanie Palmer) and the second in 1992 (edited by Hikitapua). The pānui continues to center diverse Māori perspectives with relevance for those affected by racial oppression in psychology.

year: 2024-06-03