Wei Zhao
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Wei Zhao has a total of 2 co-authors. Here are the top co-authors by number of shared publications:
- Jing Zhang
School of Entrepreneurship, Zhejiang University of Finance and Economics Dongfang College, Haining, China
2 shared publications Qian Shi
School of Chinese Language and Literature, Yunnan University, Kunming, China
2 shared publications
Latest Publications
- Open Access
- 24 November 2025
- Published by Frontiers Media SA in Frontiers in Psychology
- Vol. 16
Correction: Progress or plateau? A 20-year systematic review of self-efficacy among TCFL teachers
- 24 November 2025
- Published by Frontiers Media SA in Frontiers in Psychology
- Vol. 16
Open AccessCorrection: Progress or plateau? A 20-year systematic review of self-efficacy among TCFL teachers
- Open Access
- 28 October 2025
- Published by Frontiers Media SA in Frontiers in Psychology
- Vol. 16, 1678437
Progress or plateau? A 20-year systematic review of self-efficacy among TCFL teachers
This systematic review examined research on the self-efficacy of teachers of Chinese as a foreign language (TCFL) from 2004 to 2024. Guided by social cognitive theory and Bandura’s concept of self-efficacy, 15 empirical studies were synthesized following PRISMA guidelines, employing both qualitative and quantitative analyses. The review identified key factors influencing TCFL teacher self-efficacy, including personal, student, and environmental factors. It further showed that teacher self-efficacy predicts important outcomes such as technology use and integration, career development and retention, and emotional and psychological resources. The findings underscore the need for targeted professional development, supportive institutional policies, and cross-cultural adaptation resources, and they point to future research directions on emerging technologies and diverse teaching contexts.
- 28 October 2025
- Published by Frontiers Media SA in Frontiers in Psychology
- Vol. 16, 1678437
Open AccessProgress or plateau? A 20-year systematic review of self-efficacy among TCFL teachers
This systematic review examined research on the self-efficacy of teachers of Chinese as a foreign language (TCFL) from 2004 to 2024. Guided by social cognitive theory and Bandura’s concept of self-efficacy, 15 empirical studies were synthesized following PRISMA guidelines, employing both qualitative and quantitative analyses. The review identified key factors influencing TCFL teacher self-efficacy, including personal, student, and environmental factors. It further showed that teacher self-efficacy predicts important outcomes such as technology use and integration, career development and retention, and emotional and psychological resources. The findings underscore the need for targeted professional development, supportive institutional policies, and cross-cultural adaptation resources, and they point to future research directions on emerging technologies and diverse teaching contexts.