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.

A number of researchers in language education have investigated the effects of language learning emotions. Burnout, a negative affective factor, is deemed a shared phenomenon among language learners. In the context of teaching English as a foreign language (EFL) in China, Chinese EFL learners, especially senior high school students, seem to be vulnerable to English learning burnout (ELB). ELB is a three-dimensional concept derived from job burnout in psychology and academic burnout in general education. It possesses three principal components: Exhaustion, Cynicism, and Reduced Efficacy. The present study aims to explore ELB levels, gender dissimilarities, and English learning performance differences in ELB among Chinese senior high school students. We administered the Maslach Burnout Inventory-EFL Student Survey to a sample of 377 Chinese senior high school students, analyzing the collected data through descriptive statistics, an independent sample t-test, and one-way ANOVA using the Statistical Package for the Social Sciences (SPSS) 26.0. Our significant findings are as follows: 1) Chinese senior high school students had low overall and dimensional ELB levels; 2) there was no significant gender difference in students’ ELB levels; and 3) the students’ English learning performance levels significantly differentiated their ELB levels. Some theoretical and practical implications are provided.

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.

This study delves into understanding the determinants of grit in English learning among Vietnamese students, highlighting both external and internal factors. Utilizing qualitative interviews, the research engaged with a cohort of 15 students, aiming to unearth the intricate interplay of influences that bolster their commitment and persistence in English studies. External factors emerged prominently, with teacher influence playing a significant role. Teachers’ motivational techniques, personalized feedback, and the establishment of a nurturing learning environment were underscored as pivotal in shaping students’ determination. On the internal facet, personal goals and aspirations, self-efficacy, intrinsic curiosity for the language, adaptive learning strategies, peer comparisons, and reflective self-assessment were identified as central elements. Insights from Constructivism and Socio-Cultural Theory were instrumental in interpreting the findings, revealing how individual experiences intersect with broader societal and cultural narratives. The study uncovered that while personal motivations and aspirations drive the students, they are simultaneously influenced by societal values, especially in the Vietnamese context, where education is deeply revered. This research contributes to the growing body of knowledge on grit in educational settings, shedding light on the unique cultural and individual determinants in the context of Vietnamese students learning English.

Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.

Mindset theories have been applied to study motivation in various domains, with researchers talking about different mindsets in diverse academic domains. The domain specificity of mindsets has led second language researchers to suggest distinct mindsets concerning language ability and learning outcomes. While there is no lack of research on the application of mindset theories, a systematic synthesis of the literature on mindset theories focusing on the language education domain has remained relatively unexplored. The literature in this study was identified by conducting keyword searches in Scopus and EBSCOhost research databases using a combination of the following terms: “mindset theories”, “English as a foreign language”, “English as a second language”, and “teacher training”. The search results were limited to research articles published in English-medium refereed journals from 2013 to 2023. We scrutinized the titles and abstracts of 128 articles in the initial round of screening and did a second round of close reading for relevance to the synthesis focus. This chapter synthesizes 40 research papers on the application of mindset theories in the domain of language teaching and learning, including 1) studies on language skills such as writing, 2) studies related to language teachers’ role and teacher training, and 3) theoretical and practical applications of mindset theories. The conclusions drawn will be used to recommend future directions in research and practice. The chapter will contribute to the field of mindset theories in language education in terms of research and practice for educators and researchers.

This qualitative study explored: (a) How do the three English-Education-major (EE hereafter) undergraduates perceive their academic self-efficacy change experiences over the first two years after major transfer? (b) What are the personal and social factors that prompt their academic self-efficacy change? Data was collected from three EE students at S University in S city, China. Data sources include semi-structured interviews, reflections, and observation notes. Data analysis uses qualitative content analysis, adopting an inductive approach to allow themes to naturally emerge from the data. Findings reveal that participants experienced academic self-efficacy changes through continuous and uneasy processes. Significant changes were noted in the participants’ academic self-efficacy. Key personal factors, including mastery experiences and physiological/emotional states, along with social factors, including verbal and social persuasion and vicarious experiences, were found to substantially influence self-efficacy. In light of the above findings, practical implications were proposed for EE programs and program developers from the three aspects: creating opportunities for mastery experiences within EE programs, incorporating elements of social persuasion and vicarious learning, and integrating modules focused on managing anxiety and fostering resilience. Limitations of this study and recommendations for future research were discussed.