Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study

Current Psychology, Journal Year: 2022, Volume and Issue: 42(26), P. 22803 - 22822

Published: July 5, 2022

Language: Английский

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Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study

Journal of Multilingual and Multicultural Development, Journal Year: 2022, Volume and Issue: 45(6), P. 2111 - 2128

Published: Feb. 20, 2022

With the emergence of positive psychology trend, studying teacher resilience has gained tremendous momentum in mainstream education. Nonetheless, it yet remained an underappreciated concept English language education and research. The challenges that teachers experience maintaining their have also been focus a limited number inquiries. To address these gaps, present investigation set out to explore sustaining among Chinese Iranian EFL teachers. In doing so, open-ended questionnaire was administered 18 15 teachers, varying age from 30 55 years old. Adopting qualitative model data analysis, participants' responses were analyzed through MAXQDA software. analysis teachers' answers resulted generation 16 themes 50 subthemes, demonstrating resilience. Findings indicated both perceived person-focused factors be major preserving Other factors, including system-focused, context-focused, process-focused conceived less problematic for Finally, some implications findings are presented thoroughly discussed.

Language: Английский

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Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach

Studies in Second Language Acquisition, Journal Year: 2022, Volume and Issue: 45(2), P. 461 - 479

Published: Sept. 7, 2022

Abstract The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related each other. It consider emotions shaped by one learner-internal variable (attitude toward FL), two perceived teacher behaviors (frequency of use in class unpredictability), all these variables jointly affect leaners’ achievement. Participants were 332 learners from over world studying a wide variety FLs who filled out an online questionnaire. A close-fitting structural equation model revealed associations between FLE, FLCA, FLB. Teacher positively affected with no discernible effect on FLB or FLCA. Only FLCA was found have (negative) academic confirms complex relationship positive classroom.

Language: Английский

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Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic

Current Psychology, Journal Year: 2023, Volume and Issue: 43(13), P. 12144 - 12158

Published: Jan. 17, 2023

Language: Английский

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A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context

System, Journal Year: 2022, Volume and Issue: 106, P. 102790 - 102790

Published: March 22, 2022

Language: Английский

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Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study

Computers in Human Behavior, Journal Year: 2024, Volume and Issue: 159, P. 108353 - 108353

Published: June 20, 2024

Language: Английский

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Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach

Studies in Second Language Learning and Teaching, Journal Year: 2024, Volume and Issue: 14(2), P. 235 - 265

Published: Jan. 30, 2024

Adopting a sequential mixed-methods approach, the current inquiry examined English major students’ perceptions of role teacher confirmation and credibility in enhancing their academic engagement Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 students chosen from different as foreign language (EFL) classes. For sake triangulation, 40 participants invited take part interview sessions well. The inspection correlations between constructs indicated strong association student well close connection credibility. This showed that EFL is tied these interpersonal behaviors. contribution was also using path analysis, which demonstrated predicted by confirmation. Additionally, outcomes proved integral two communication behaviors increasing engagement. Findings may have some noteworthy implications for educators instructors.

Language: Английский

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How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation

Applied Linguistics, Journal Year: 2022, Volume and Issue: 44(1), P. 22 - 45

Published: Sept. 2, 2022

Abstract The current study contributes to the recent debate on question whether learner emotions can be intrinsically motivating or they are no more than diffuse action tendencies (Dörnyei 2020). Adopting a longitudinal approach, we combined repeated analysis of variances and mixed effects modelling capture interactions between Foreign Language Enjoyment (FLE) its three dimensions, Classroom Anxiety (FLCA), Attitudes/Motivation (AM) four dimensions over course one semester. Participants were 360 foreign language learners English, German, French, Spanish in Kuwaiti university. FLE (and Personal Social) FLCA remained stable time but Teacher decreased significantly. Levels AM also significantly, specifically, Motivation Attitudes toward Learning Situation. Mixed analyses revealed that (including had medium dimensions. Significant interaction found for Time We argue high act as buoy sagging motivation thus become motivating.

Language: Английский

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The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement

BMC Psychology, Journal Year: 2023, Volume and Issue: 11(1)

Published: Oct. 7, 2023

Teacher-student interactions and proximity have been shown influential in second/foreign (L2) education. However, the role of L2 teachers' immediacy behaviors on students' willingness to communicate (WTC) academic engagement remains relatively unexamined context English as a foreign language (EFL).This study intended examine association among EFL WTC engagement.In this quantitative study, three online questionnaires were completed by 400 Chinese students different universities out which 364 valid.The results statistical analysis structural equation modeling (SEM) indicated that (verbal, nonverbal) had highly significant influence (ß=0.89, p = .000) (ß=0.71, .000). It was also revealed could predict 89% 71% variances engagement, respectively.Based results, I be concluded interpersonal communication abilities (e.g., immediacy) foster establishment growth other positive outcomes learners.The presents some conclusions practical implications for teachers, materials developers, trainers integrate nonverbal cues into their practices. Such practices potential enhance improve engagement.

Language: Английский

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The Role of Emotional Intelligence and Self-efficacy in EFL Teachers’ Technology Adoption

The Asia-Pacific Education Researcher, Journal Year: 2023, Volume and Issue: 33(4), P. 845 - 856

Published: Oct. 27, 2023

Language: Английский

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