The study aims to analyze the different approaches to ELT in the new normal for both private and public Higher Education Institutions (HEIs) as the basis for teaching pedagogy in terms of the trend in teaching, syllabus utilization, materials, and resources, activities in learning, and competency learning. The study comprised thirty-nine (39) respondents only which employs the descriptive quantitative research design and random sampling. Results show that trend in teaching context based and content instruction on the English language as the medium of teaching and instruction in English Language Teaching (ELT) focuses on the language cooperative approach in teaching approaches that suits to the learning capacity of students. It emphasizes on the complex and competency based learning and outcome of the process of learning as to skills, application, knowledge, and attitude of the learners, materials and resources, show that different centered on the instruction of the English language approach to learning, the activity is focused on the task based-learning and the process of usage in the important skills of the ELT, and competency process of learning show to provide students in the competency of ELT and language learning inside the classroom and direction in the specific task in the English competency of learning. Findings show that there is a significant correlation between the different approaches to ELT in the new normal for both private and public Higher Education Institutions (HEIs) as the basis for teaching pedagogy among the respondents.

This paper reports the findings of an investigation into English as a foreign language (EFL) teachers’ self-efficacy and their classroom management in the context of the Mekong Delta of Vietnam. The paper also aims to find out what makes teachers different in terms of skills in classroom management. The study was designed as a descriptive mixed-methods one, using a questionnaire, focus group interviews, and classroom observations to collect data. Forty-six EFL teachers from three high schools responded to the questionnaire. Twelve got involved in the semi-structured interviews, and six as classroom observed teachers. Two group interviews were conducted with the participation of three vice-principals and three heads of English teams. The results indicated a significant interaction between EFL teachers’ self-efficacy and their classroom management skills. Teachers who own a higher level of self-efficacy showed to manage their classes in a more confident and purposive manner than those with a lower level of self-efficacy. Three main reasons differentiating teachers’ skills in classroom management, including pre-service teacher education, previous attending continuing professional development events, and teacher’s learning autonomy were detected. Case-based teaching, organizational learning, and lesson study are recommended in pre-service teacher education and in-service teacher professional development activities to enhance teachers’ self-efficacy and their classroom management.

Self-esteem can be simply defined as how a person views and appreciates him or herself as an individual. This is closely related to the idea of self-concept, which is an individual’s perception of who they are emotionally, physically, spiritually, and socially, as well as with regard to various other facets. Self-esteem is an important aspect of a language learner. It deals with how a learner views him or herself, whether a learner views him or herself as a successful or failing language learner. This study revealed how Procedural Writing class students in a private university perceived themselves. The study was conducted in an English Education Study Program of a private university in Central Java, Indonesia. It questioned whether these students had high or low self-esteem. The research only focused on one question: Do Procedural Writing class students with high self-esteem have good language learning achievement? The data was mainly collected from 14 students; 13 were Indonesian, and one was Korean. The findings revealed that students with good achievements do not always have high self-esteem. Many factors affected their self-esteem. Their characters, learning environment, and past experiences were a few of the other factors. In contrast, students considered as low achievers could have high self-confidence and self-esteem.

The objective of this study with first- and second-year undergraduate Thai English as a Foreign Language (EFL) students (N = 813) was to explore the relationships among English writing performance, writing self-efficacy, and writing anxiety. The students wrote an opinion-essay by hand and completed writing self-efficacy and anxiety questionnaires. Their texts were evaluated by EFL instructors using an analytic rubric. Pearson correlations indicated that there was a positive correlation between writing performance and self-efficacy and a negative correlation between writing performance and anxiety. There was also a negative correlation between self-efficacy and anxiety. Implications are recommended for further pedagogic research that take learners’ variables into an account when examining writing performance.

Understanding the level of English learning self-efficacy (ELS) and its influencing factors is significant for cultivating students’ self-confidence, enhancing their initiative, and stimulating their interest in English learning. Therefore, this study focused on levels of ELS levels and influencing factors among Chinese senior high school students. A mixed-method study was conducted using self-efficacy theory: a survey was administered to 325 high school students, and semi-structured interviews were carried out with nine students. Using the General Self-efficacy Scale (Schwarzer & Jerusalem, 1995), this paper explored the basic situation of senior high school students’ ELS. It aimed to answer the following questions: 1) What is the level of Chinese senior high school students’ ELS? and 2) What are the influencing factors related to Chinese senior high school students’ ELS? The data analysis led to the following conclusions: 1) Chinese senior high school students showed a medium ELS level; and 2) the differences between the ideal and real selves, learning experiences, academic emotions, and learning strategies influence students’ ELS.

The advent of the "positive psychology turn" in applied linguistics has brought increased attention to psychological constructs such as hope, which significantly impact students’ academic performance, including their effort. However, the intricate relationships among these factors remain underexplored. To address this gap, the present study employs a mixed-methods approach to investigate how specific dimensions of students' hope influence their efforts. A sample of 711 Chinese senior high school students studying English as a foreign language participated by completing questionnaires assessing their levels of hope and effort. Findings from structural equation modeling indicate that pathways, a dimension of hope, directly and positively affect students' efforts in learning a foreign language. This research provides valuable insights for educators, highlighting the importance of fostering hope in English learning to enhance students' strategic approaches to language acquisition and support their academic progress.