The study looked at factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. This study explored the relationship between Vietnamese teachers’ discourses of effective teaching practices and their self-efficacy beliefs, the influence of Vietnamese culture and context on teachers’ self-efficacy beliefs, and whether participating in the research led to a change in the self-efficacy beliefs of the teacher participants and of myself as researcher.The research took the form of a qualitative case study. Participants were eight university teachers of the English language at a technical university in Vietnam. Data collection lasted six months. Data collection tools included focus group discussions, individual interviews, journaling, and observations. An inductive coding process and thematic analysis were used for analysing data. Findings indicate that social persuasion was the most influential source of self-efficacy information. The study shows that different sources of selfefficacy information interacted with one another to influence the two dimensions of self-efficacy. Besides, it appears that teachers’ understanding of a number of environment and workplace factors appeared to constrain some teachers into adopting the Grammar Translation Method (GTM) approach and possibly reduced their self-efficacy in adapting a Communicative Language Teaching (CLT)-oriented approach. After participating in the study, the teaching approaches of study teachers and my own approaches seemed to be more CLT-oriented although most of us were characterised by a low sense of self-efficacy in adapting this approach in the Vietnamese classrooms. Findings also suggest that several aspects of Vietnamese culture, e.g. the concept of face, are likely to have

中文翻译：

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我可以教这些学生吗？越南教师在英语作为外语教学中自我效能感的案例研究

该研究着眼于影响越南一组大学教师在英语作为外语 (EFL) 教学中的自我效能感的因素。本研究探讨了越南教师关于有效教学实践的话语与其自我效能信念之间的关系、越南文化和环境对教师自我效能信念的影响，以及参与研究是否会导致自我效能信念的改变。教师参与者和我作为研究人员的有效性信念。研究采取定性案例研究的形式。参与者是越南一所技术大学的八名大学英语教师。数据收集持续了六个月。数据收集工具包括焦点小组讨论、个人访谈、日记和观察。归纳编码过程和主题分析用于分析数据。研究结果表明，社会说服是最有影响力的自我效能信息来源。研究表明，不同来源的自我效能感信息相互影响，影响自我效能感的两个维度。此外，教师对一些环境和工作场所因素的理解似乎限制了一些教师采用语法翻译法（GTM）方法，并可能降低他们适应以交际语言教学（CLT）为导向的方法的自我效能. 参与研究后，学习教师的教学方法和我自己的方法似乎更以 CLT 为导向，尽管我们大多数人的特点是在越南课堂中采用这种方法时自我效能感较低。调查结果还表明，越南文化的几个方面，例如面子的概念，可能有