The Interplay between Emi Lecturers’ Self-Efficacy and Their Professional Development Needs: A Case Study at a Vietnamese University

Authors

  • Thi To Loan Pham

    Faculty of English, Thuongmai University, Hanoi 100000, Vietnam

DOI:

https://doi.org/10.30564/fls.v7i2.8171
Received: 1 December 2024 | Revised: 13 December 2024 | Accepted: 15 January 2025 | Published Online: 21 January 2025

Abstract

This study examines the interplay between teachers’ self-efficacy and professional development needs of 15 EMI (English Medium Instruction) economics lecturers at a university in Vietnam. Using Nvivo 12 software for qualitative data analysis, the research identifies the divergent needs of experienced and novice lecturers in the EMI context. Experienced lecturers, who typically possess higher level of self-efficacy, prioritize professional development that enhances their teaching practices, adapts to emerging challenges, and fosters inclusive and dynamic learning environments. These lecturers focus on enhancing their pedagogical skills to meet the evolving demands of their students and to incorporate innovative teaching methods and a more student-centered approach. In contrast, less experienced lecturers focus on building language confidence and addressing pedagogical challenges. For these lecturers, professional development primarily revolves around improving their language proficiency and developing effective instructional strategies to handle classroom dynamics, communication barriers, and student engagement issues in an EMI setting. The findings emphasize the importance of tailored professional development programs to meet these distinct needs. Additionally, the study highlights the role of vicarious experiences, such as peer observation, in promoting reflective practices and facilitating the exchange of successful teaching strategies. Positive feedback and emotions are also found to contribute to increased self-confidence and engagement in professional development. Ultimately, the research suggests that a balanced approach addressing both emotional and professional development needs is essential for enhancing teacher self-efficacy, thereby fostering effective, inclusive teaching practices in the EMI context.

Keywords:

Teacher Self-Efficacy; Professional Development; Emi; Lecturers; University

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How to Cite

Pham, T. T. L. (2025). The Interplay between Emi Lecturers’ Self-Efficacy and Their Professional Development Needs: A Case Study at a Vietnamese University. Forum for Linguistic Studies, 7(2), 217–230. https://doi.org/10.30564/fls.v7i2.8171

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Vol. 7 , Iss. 2 (February 2025): In Progress

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Copyright © 2025 Thi To Loan Pham

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.