An idiodynamic study on students’ negative emotions in relation to instructor clarity and non-verbal immediacy in a CLIL classroom DOI

Xiaoxin Mai,

Lu Leng, Lawrence Jun Zhang

et al.

Innovation in Language Learning and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: Dec. 13, 2024

While positive teacher behaviors are recognized as crucial for effective learning, empirical research on their moment-to-moment impact student emotions, particularly in the context of CLIL classrooms remains limited. This study addresses gap by employing idiodynamic method, a novel approach grounded Dynamic Systems Theory, to provide nuanced understanding how individual Chinese university students' negative academic emotions evolve response specific behaviors. Using mixed-methods design, reveals that communication significantly influence emotional trajectories, highlighting coexistence and potential benefits both fostering healthy language learning environment. increases cognitive load anxiety, clarity nonverbal immediacy strategies can mitigate these effects, engagement reducing emotions. The challenges simplistic categorization either or positive, emphasizing diverse activating learning. It underscores need training programs incorporate not only pedagogical knowledge but also leveraging dynamic interplay optimal outcomes.

Language: Английский

Modeling the associations between L2 teacher support and EFL learners’ reading motivation: The mediating impact of reading enjoyment, anxiety, and boredom DOI Creative Commons
Ali Derakhshan, Mehdi Solhi, Jean–Marc Dewaele

et al.

Studies in Second Language Learning and Teaching, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 10, 2025

The present study aimed to explore the association between 302 (93 males and 209 females) English as a foreign language (EFL) learners’ perceived teacher support (i.e., personal academic support) their reading motivation. This inquiry also sought assess potential mediating influences of second or (L2) boredom, anxiety, enjoyment on interplay constructs under investigation. results indicated significantly strong positive relationship While L2 boredom anxiety exhibited negative correlations with two facets support, was positively correlated. Additionally, displayed revealed that over half variance in motivation could be predicted by along learner emotions. findings are discussed connection educational theories, implications drawn for teaching.

Language: Английский

Citations

2
Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship DOI
Dongmin Ma, Yongliang Wang

International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 24, 2024

Abstract Teachers play a critical role in fostering students’ creativity, especially English as foreign language (EFL) classes, known teaching for creativity (TfC). Despite this, no comprehensive study has explored how the work environment influences EFL teachers’ TfC. Therefore, this investigates various holistic factors affect TfC among Chinese teachers. Drawing on dynamic componential model of employs mixed‐methods approach, combining quantitative data from survey 406 teachers analyzed using partial least squares structural equation modeling Smart PLS 3, and qualitative insights semi‐structured interviews with 20 MAXQDA 2022. The results reveal that perceived climate peer group interaction positively significantly impact TfC, whereas supervisory relationship (SR) does not show significant effects. findings validate these outcomes offer deeper into PC PGI specifically facilitate or impede alongside explanations non‐significant SR. Additionally, analysis identifies another influential factor TfC: teacher–student interaction. These carry theoretical practical implications teacher educators professional development

Language: Английский

Citations

8
The role of EFL teacher immediacy and teacher-student rapport in boosting motivation to learn and academic mindsets in online education DOI

Qijing Zhang

Learning and Motivation, Journal Year: 2025, Volume and Issue: 89, P. 102092 - 102092

Published: Jan. 10, 2025

Language: Английский

Citations

0
Boredom, enjoyment, and emotion regulation among Chinese students majoring in dual foreign languages: a Q method study DOI
Yongxiang Wang, Siyi Wang

Innovation in Language Learning and Teaching, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 18

Published: Feb. 13, 2025

Research on emotion and language learning has gained broad attention; however, there is insufficient research students' negative emotions in LOTE-as-L3 classrooms, especially within multilingual contexts. To fill this gap, study examines the Chinese students majoring dual foreign languages exhibit English L3 courses, such as boredom, enjoyment, regulation. The Q method, which integrates qualitative quantitative approaches, was used to analyze a sample of 27 study. Retrospective interviews were conducted after data analysis gain more profound understanding. Multiple inverted factor analyses interview results identified three major attitudes among these students: balanced activity-induced low regulation ability. reveals that varying teaching methods, materials, activities result differing levels boredom other emotions. Additionally, due specific nature major, did not prefer either language. This holds pedagogical significance by incorporating translanguaging backgrounds into strategies providing recommendations for teachers policymakers China help alleviate languages.

Language: Английский

Citations

0
Formation mechanisms of primary school teachers’ verbal immediacy behaviors in smart classroom environments DOI Creative Commons
Ge Hou

BMC Psychology, Journal Year: 2025, Volume and Issue: 13(1)

Published: March 13, 2025

Teachers' verbal immediacy behaviors play a important role in enhancing student engagement, motivation, and emotional security. However, as the of smart classrooms education becomes increasingly prominent, research on formation mechanisms teachers' classroom environments remains relatively limited. Especially, at primary grades, has not yet garnered sufficient attention. This study integrates theory planned behavior (TPB) with norm activation model (NAM) to propose theoretical for environments. Using purposive sampling based specific criteria, 855 Chinese school teachers extensive experience instruction were selected participants. Data collected through structured questionnaire survey analyzed employing structural equation modeling (SEM) test hypotheses empirically. finds that behavioral attitude, perceived control (PBC), personal norms (PC) subjective (SN) have significant positive effects intention. Awareness consequences (AC) had ascription responsibility (AR), attitude. In addition, Smart moderating effect relationship between intention their behaviors. TPB NAM explore environments, revealing influence these The findings provide foundation understanding offer valuable insights optimizing design teaching effectiveness educational practice.

Language: Английский

Citations

0
Perceptions of teacher-student relationships predict reductions in adolescent distress via increased trait mindfulness DOI Creative Commons
Kathryn Mills-Webb, Alexandra Hennessey

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: March 14, 2025

Equipping adolescents with the skills to reduce distress is a priority in education, because common during this period and often precursor serious emotional disorders. Fostering trait mindfulness, which associated lower levels of perceived distress, could be an effective way but little known about how maximise or underlying mechanisms by these abilities help buffer distress. This study aimed examine associations between teacher-student relationships adolescents’ mindfulness We hypothesised that would directly predict reductions partially mediate relationship A quantitative, cross-sectional design was used test hypotheses. Participants were 124 UK secondary school students aged 13 15 years old. They completed measures including Five Facet Mindfulness Questionnaire, subscale Perceived Stress Scale 10, Teacher-Student Relationship Student Engagement Instrument. found positive significantly predicted higher Trait fully mediated The findings indicate nurturing staff students, schools can foster students’ skills, turn helping

Language: Английский

Citations

0
Dynamic versus static assessment: effects on Iraqi EFL learners’ resilience, burnout, positive orientation, and academic success DOI Creative Commons
Maiada Hasan Ali, Dulfqar Mhaibes Abdulrazzaq

Language Testing in Asia, Journal Year: 2024, Volume and Issue: 14(1)

Published: Aug. 19, 2024

Assessment plays a vital role in English language learning as it helps students recognize their weak and strong points. Two main types of assessment are dynamic (DA) static (SA) that effects have not been examined on Iraqi EFL students' resilience, burnout, positive orientation (PO), academic achievement yet. Therefore, this research aims to close gap. To do so, sixty intermediate were selected divided into DA SA groups so. The two then given pretests the four dependent variables. Subsequently, one group was taught ten reading literary texts with 100 new words using DA, whereas other identical materials SA. After 8-week course, both took post-tests PO, performance. study's findings showed did better than post-tests. It can be concluded support produce classes. current study has consequences for researchers, students, instructors, stakeholders.

Language: Английский

Citations

2
A longitudinal study of enjoyment and group-level emotion regulation in online collaborative English language learning DOI Creative Commons
Zhipeng Zhang, Xuesong Gao

Learning and Motivation, Journal Year: 2024, Volume and Issue: 88, P. 102052 - 102052

Published: Sept. 21, 2024

Language: Английский

Citations

1
Teacher‐Student Rapport: An Essential Mediator in Creating a Learning Climate Conducive to Psychological Well‐Being of Chinese Students DOI Open Access

Yue Cao

European Journal of Education, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 23, 2024

ABSTRACT The success of students is closely tied to their well‐being and those with high degrees are more likely excel in academic environments. Accordingly, the internal external factors that cause positive changes students' mental states lead them higher levels psychological (PWB) need be divulged. In response this necessity, many scholars have explored predictors PWB such as teacher–student rapport (TSR) learning climate different educational domains. To narrow these gaps, research inspects role TSR a mediator creating conducive Chinese Students. do so, three scales were given 588 students, among 560 valid. Then, structural equation modelling (SEM) was performed analyse participants' answers. results disclosed strong close connections between TSR, PWB. also uncovered significant outcomes investigation might illuminating for teachers, teacher trainers managers.

Language: Английский

Citations

1
Correlation Among Teacher ICT Teaching, Teacher Immediacy Behaviors, Teacher–Student Rapport, and Student Engagement in Smart Classroom Teaching DOI Open Access
Ge Hou

Sustainability, Journal Year: 2024, Volume and Issue: 16(21), P. 9592 - 9592

Published: Nov. 4, 2024

With the constant evolution of information and communication technology (ICT), smart classrooms have profoundly influenced Education for Sustainable Development (ESD) by presenting advanced ICT that markedly improved effectiveness quality teaching learning. Teacher immediacy behaviors are crucial leading reforming learning process in classrooms. Meanwhile, teacher–student rapport student engagement also key factors influence ESD. This study aims to investigate correlation among teacher teaching, behaviors, classroom teaching. We surveyed 1032 Chinese university students using questionnaire method analyzed data structural equation modeling (SEM). The findings revealed exerted a noteworthy positive impact on rapport. positively correlated with verbal but negatively nonverbal immediacy. These practical implications ESD: classrooms, their serve as vital augmenting quality, encouraging fostering harmonious Thus, teachers must harness skills, flexibly assimilate instant into interact richer more diversified manner effectively augment promote overall sustainable growth students. Furthermore, this can inform expansion which future should not only offer convenient environment evade limits behaviors.

Language: Английский

Citations

1