Exploring English Self-Efficacy Among Vietnamese Undergraduates: The Role of Gender and Academic Major

Huy Ngoc Tran; Trong Duc Tran; Thuong Doan Ngoc Nguyen; Mai Thi Ngoc Nguyen; Quynh Xuan Tran

doi:10.19105/ojbs.v19i2.21288

Huy Ngoc Tran Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang https://orcid.org/0009-0004-2672-0978
Trong Duc Tran Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang
Thuong Doan Ngoc Nguyen Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang
Mai Thi Ngoc Nguyen Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang
Quynh Xuan Tran Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang

https://doi.org/10.19105/ojbs.v19i2.21288

Abstract views: 63 ,

PDF downloads: 30

Keywords: gender difference, English major, English self-efficacy, non-English major, Vietnam

Abstract

Self-efficacy has been shown to be a key determinant of foreign language learners' efforts and academic achievement. Hence, understanding learners' self-efficacy and the factors that may influence it is vital to improving learners' language learning outcomes. This study investigated Vietnamese learners' overall English self-efficacy and explored potential differences by academic major and gender, using a cross-sectional, quantitative design. 549 participants from four majors at a university in Vietnam were recruited through non-proportional quota sampling. The results revealed that the participants generally have moderate English self-efficacy, with the highest self-efficacy reported in reading. There was a significant difference between majors, as English majors showed higher self-efficacy than their non-major counterparts. In terms of gender, male learners are found to have higher English self-efficacy than female learners, although the gender difference was modest. These findings highlight the importance of structured training, underscoring the need for new pedagogical strategies to boost English learners' self-efficacy and providing implications for further research.

Downloads

Download data is not yet available.

Author Biographies

Huy Ngoc Tran, Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang

HUY NGOC TRAN is an undergraduate at the Faculty of English Linguistics and Literature, majoring in American-British Culture & Literature at the University of Social Sciences and Humanities (USSH), Vietnam National University Ho Chi Minh City (VNUHCM). His research interests include literature and reader-response theory.

Trong Duc Tran, Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang

TRONG DUC TRAN is an undergraduate at the Faculty of English Linguistics and Literature, majoring in American-British Culture & Literature at the University of Social Sciences and Humanities (USSH), Vietnam National University Ho Chi Minh City (VNUHCM). His research interests include second language acquisition (SLA), language learning motivation, and language identity.

Thuong Doan Ngoc Nguyen, Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang

THUONG NGUYEN NGOC DOAN is an undergraduate at the Faculty of English Linguistics and Literature, majoring in Translation and Interpreting at the University of Social Sciences and Humanities (USSH), Vietnam National University Ho Chi Minh City (VNUHCM). Her research interests include linguistics and language acquisition.

Mai Thi Ngoc Nguyen, Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang

MAI THI NGOC NGUYEN obtained her Bachelor's degree in English Translation and Interpreting from the University of Social Sciences and Humanities in Vietnam. Her research interests include English linguistics and translation studies.

Quynh Xuan Tran, Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, 10-12 Dinh Tien Hoang

QUYNH XUAN TRAN is an undergraduate at the Faculty of English Linguistics and Literature, majoring in American-British Culture & Literature at the University of Social Sciences and Humanities (USSH), Vietnam National University Ho Chi Minh City (VNUHCM). Her research interests include psychology and language acquisition.

References

Alakbarova, G. F. (2025). The Dominance of English in a Globalized World and Its Impact on Other Languages. Paradigma, 2, 19–28. https://doi.org/10.30546/30015.2025.2.108

Alrabai, F. (2018). The Association Between Self-efficacy of Saudi Learners and Their EFL Academic Performance. Theory and Practice in Language Studies, 8(10), 1351–1360. http://doi.org/10.17507/tpls.0810.14

Anam, S., & Stracke, E. (2020). The Role of Self-efficacy Beliefs in Learning English as a Foreign Language Among Young Indonesians. TESOL Journal, 11(1), e00440. https://doi.org/10.1002/tesj.440

Arens, A. K., Frenzel, A. C., & Goetz, T. (2022). Self-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages with Achievement. The Journal of Experimental Education, 90(3), 615–633. https://doi.org/10.1080/00220973.2020.1786347

Artino, A. R. (2012). Academic Self-efficacy: From Educational Theory to Instructional Practice. Perspectives on Medical Education, 1(2), 76–85. https://doi.org/10.1007/s40037-012-0012-5

Bai, B., & Wang, J. (2020). The Role of Growth Mindset, Self-Efficacy, and Intrinsic Value in Self-Regulated Learning and English Language Learning Achievements. Language Teaching Research, 27(1), 207–228. https://doi.org/10.1177/1362168820933190

Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W. H. Freeman and Company.

Bandura, A. (2006). Guide for Constructing Self-efficacy Scales. In F. Pajares & T. C. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 307–337). Greenwich, Connecticut: Information Age Publishing.

Cedzich, A. (2024). The Role of Self-efficacy in Foreign Language Acquisition. East-West Cultural Passage, 24(1), 171–194. https://doi.org/10.2478/ewcp-2024-0010

Cheng, Y. yao. (2020). Academic Self-efficacy and Assessment. Educational Psychology, 40(4), 389–391. https://doi.org/10.1080/01443410.2020.1755501

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.

Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511486999

Ellis, P. D. (2010). The Essential Guide to Effect Sizes: Statistical Power, Meta-analysis, and the Interpretation of Research Results. Cambridge University Press.

Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect Size Estimates: Current Use, Calculations, and Interpretation. Journal of Experimental Psychology, 141(1), 2–18. https://doi.org/10.1037/a0024338

Goetze, J., & Driver, M. (2022). Is Learning Really Just Believing? A Meta-analysis of Self-efficacy and Achievement in SLA. Studies in Second Language Learning and Teaching, 12(2), 233–259. https://doi.org/10.14746/ssllt.2022.12.2.4

Hidajat, H. G., Hanurawan, F., Chusniyah, T., Rahmawati, H., & Gani, S. A. (2023). The Role of Self-Efficacy in Improving Student Academic Motivation. KnE Social Sciences, 8(19), 175–187. https://doi.org/10.18502/kss.v8i19.14362

Hoang, T., & Wyatt, M. (2021). Exploring the Self-efficacy Beliefs of Vietnamese Pre-service Teachers of English as a Foreign Language. System, 96, 102422. https://doi.org/10.1016/j.system.2020.102422

Hong, N. X., & Phan, N. T. T. (2020). Students’ Self-efficacy Beliefs and TOEIC Achievements in the Vietnamese Context. International Journal of Instruction, 13(4), 67–86. https://doi.org/10.29333/iji.2020.1345a

Kim, D.-H., Wang, C., & Truong, T. N. N. (2021). Psychometric Properties of a Self-efficacy Scale for English Language Learners in Vietnam. Language Teaching Research, 28(4), 1412–1427. https://doi.org/10.1177/13621688211027852

Kumar, R. (2011). Research Methodology – A Step-by-Step Guide for Beginners (3rd ed.). London: SAGE.

Kutuk, G., Putwain, D. W., Kaye, L. K., & Garrett, B. (2023). The Development and Preliminary Validation of a New Measure of Self-efficacy: Questionnaire of Self-efficacy in Learning a Foreign Language. ITL - International Journal of Applied Linguistics, 174(2), 230–262. https://doi.org/10.1075/itl.21031.kut

Leaper, C., & Van, S. R. (2008). Masculinity Ideology, Covert Sexism, and Perceived Gender Typicality in Relation to Young Men's Academic Motivation and Choices in College. Psychology of Men & Masculinity, 9(3), 139–153. https://doi.org/10.1037/1524-9220.9.3.139

Li, J., Wang, C., Zhao, Y., & Li, Y. (2024). Boosting Learners' Confidence in Learning English: Can Self‐efficacy‐based Intervention Make a Difference?. TESOL Quarterly, 58(4), 1518–1547. https://doi.org/10.1002/tesq.3292

Luu, N. Q. H. (2013). A Social Cognitive and Cross Cultural Investigation of Performance Appraisal in Australian and Vietnamese Universities (Doctoral dissertation, University of Wollongong, Australia). Retrieved from http://ro.uow.edu.au/theses/3937

Luu, T. M. V., & Truong, X. M. (2024). Identifying Sources of English-speaking Self-efficacy among Vietnamese EFL University Learners. AsiaCALL Online Journal, 15(1), 105–116. https://doi.org/10.54855/acoj.241517

Ly, B. H., & Brew, C. (2010). Philosophical and Pedagogical Patterns of Beliefs among Vietnamese and Australian Mathematics Preservice Teachers: A Comparative Study. Australian Journal of Teacher Education, 35(2), 67–86. https://doi.org/10.14221/ajte.2010v35n2.5

Meng, Q., & Zhang, Q. (2023). The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement. Sustainability, 15(7), 5767. https://doi.org/10.3390/su15075767

Musa, M. (2020). Academic Self-efficacy and Academic Performance among University Undergraduate Students: An Antecedent to Academic Success. European Journal of Education Studies, 7(3), 135–149. https://doi.org/10.5281/zenodo.3756004

Nguyen, N. L. D., Nghia, T. T., Thy, P. H., & Nhi, H. T. Y. (2022). The Relationship Between Students’ Self-efficacy Beliefs and Their English Language Achievement. Journal of English Language Teaching and Applied Linguistics, 4(2), 102–112. https://doi.org/10.32996/jeltal.2022.4.2.10

Nguyen, T. N., & Ngo, D. N. (2017). Understanding Teacher Efficacy to Teach English for Specific Purposes. Asian EFL Journal, 102, 4–16.

Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543

Phan, N. T. T., & Locke, T. (2015). Sources of Self-efficacy of Vietnamese EFL Teachers: A Qualitative Study. Teaching and Teacher Education, 52, 73–82. https://doi.org/10.1016/j.tate.2015.09.006

Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in Second/Foreign Language Learning Contexts. English Language Teaching, 5(11), 60–73. https://doi.org/10.5539/elt.v5n11p60

Saleem, M., Ali, M., & Ab Rashid, R. (2018). Saudi Students’ Perceived Self-efficacy and Its Relationship to Their Achievement in English Language Proficiency. Arab World English Journal, 9(2), 397–413. https://doi.org/10.24093/awej/vol9no2.26

Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the Relationship Between English Language Learners’ Online Self-regulation and Their Self-efficacy. Australasian Journal of Educational Technology, 34(3), 105–121. https://doi.org/10.14742/ajet.3548

Teng, L. S., Sun, P. P., & Xu, L. (2017). Conceptualizing Writing Self-efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling. TESOL Quarterly, 52(4), 911–942. https://doi.org/10.1002/tesq.432

Tran, Q. T., & Nguyen, H. N. K. (2020). Tìm Hiểu Niềm Tin Vào Năng Lực Viết của Sinh Viên Chuyên Ngành Tiếng Anh [Insights into Tertiary English-majored Students’ Writing Self-efficacy]. TNU Journal of Science and Technology, 225(12), 47–54. https://doi.org/10.34238/tnu-jst.3273

Tran, T. N. (2022). Academic Writing: Attitudes and Self-efficacy. In T. N. Tran (Ed.), 4th Conference on Language Teaching and Learning (LTAL-2022) (pp. 34–41). India: AIJR Publisher. https://doi.org/10.21467/proceedings.132.5

Truong, N. T. N. (2024). Tìm Hiểu Niềm Tin Vào Khả Năng Thành Công Trong Việc Học Kỹ Năng Nói Tiếng Anh của Sinh Viên Năm Hai Chuyên Ngành Ngôn ngữ Anh tại một Trường Đại học Công lập Việt Nam [Understanding English-speaking Self-efficacy among Second-year English Majors at a Vietnamese Public University]. Ho Chi Minh City Open University Journal of Science - Social Sciences, 19(2), 82–93. http://doi.org/10.46223/HCMCOUJS.soci.vi.19.2.3449.1014

Truong, T. N. N, & Wang, C. (2019). Understanding Vietnamese College Students’ Self-efficacy Beliefs in Learning English as a Foreign Language. System, 84, 123–132. https://doi.org/10.1016/j.system.2019.06.007

Wang, C., & Sun, T. (2020). Relationship Between Self-efficacy and Language Proficiency: A Meta-Analysis. System, 95, 102366. https://doi.org/10.1016/j.system.2020.102366

Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and Self-regulated Learning Strategies for English Language Learners: Comparison Between Chinese and German College Students. Journal of Educational and Developmental Psychology, 3(1), 173–191.http://doi.org/10.5539/jedp.v3n1p173

Wang, Y., & Sun, P. P. (2024). Development and Validation of Scales for Speaking Self-efficacy: Constructs, Sources, and Relations. PLoS ONE, 19(1), e0297517. https://doi.org/10.1371/journal.pone.0297517

Yamane T. (1967). Statistics: An Introductory Analysis (2nd ed.). New York: Harper and Row

Zysberg, L., & Schwabsky, N. (2021). School Climate, Academic Self-efficacy and Student Achievement. Educational Psychology, 41(4), 467–482. https://doi.org/10.1080/01443410.2020.1813690