Positive psychology in L2 speaking: The predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit DOI Creative Commons

Jalil Fathi,

Seyyed-Foad Behzadpoor

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

Published: May 7, 2025

This study investigates the impact of positive psychology factors on English as a foreign language (EFL) learners’ second (L2) speaking proficiency. Specifically, it examines predictive roles enjoyment, ideal L2 self, and grit Data were collected from 271 EFL learners enrolled in IELTS courses, utilizing validated scales IELTS-based tasks. Through structural equation modeling, relationships between psychological constructs proficiency analyzed. The results showed significant direct enjoyment proficiency, well self Crucially, was found to partially mediate both These findings underscore importance learning, particularly highlighting interplay fostering development. provides insights for teachers, emphasizing need incorporate strategies that cultivate emotions, support development promote resilience face challenges, ultimately leading improved skills.

Language: Английский

Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study DOI
Yongliang Wang, Lina Xue

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

Published: June 20, 2024

Language: Английский

Citations

86
Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students DOI Creative Commons

Tang Lin,

Xiaojing Zhu

Frontiers in Psychology, Journal Year: 2024, Volume and Issue: 14

Published: Jan. 8, 2024

This study explores the determinants of psychological well-being among 968 Chinese English as a Foreign Language (EFL) students by employing structural equation modeling (SEM). Focusing on academic self-efficacy, grit, and teacher support, this research aims to illuminate their roles in shaping EFL within educational context.

Language: Английский

Citations

19
Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating role of L2 grit DOI Open Access
Ali Derakhshan,

Jalil Fathi

Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Journal Year: 2024, Volume and Issue: IX, P. 69 - 91

Published: Jan. 25, 2024

This research delves into the dynamics of growth mindset, ideal L2 self, grit, and student engagement using well-established data collection instruments in context English as a Foreign Language (EFL) learning. A sample comprising 379 participants drawn from diverse language institutes Iran, provided empirical for this study. Employing structural equation modeling validated scales each construct, study unveils partially mediated model, illuminating intricate relationships among variables under investigation. The findings reveal that both self mindset exert significant influence on engagement, with grit serving crucial partial mediator these associations. Moreover, demonstrates notable indirect effect primarily by grit. not only advances our understanding motivational drivers EFL learning but also yields practical insights educators curriculum designers seeking to bolster perseverance environments.

Language: Английский

Citations

18
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment DOI

Jalil Fathi,

Mirosław Pawlak, Mariusz Kruk

et al.

Language Teaching Research, Journal Year: 2023, Volume and Issue: unknown

Published: June 22, 2023

The aim of this study was to test a model second language (L2) boredom based on coping self-efficacy (CSE), foreign enjoyment (FLE), and mindfulness among English as (EFL) learners. In so doing, 456 EFL learners from Iran took part in by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling utilized analyse data examine associations constructs. Results revealed that CSE positively affected FLE. Also, FLE direct negative predictor L2 boredom. Concerning mediation hypotheses, found fully mediate effect However, partial mediator between These findings provide basis for important implications research practice.

Language: Английский

Citations

28
Unpacking the relationships between emotions and achievement of EFL learners in China: Engagement as a mediator DOI Creative Commons

Haihua Wang,

Yingli Wang, Shaojie Li

et al.

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: Feb. 20, 2023

Emotions are attracting growing attention in second language acquisition (SLA), especially with the advent of positive psychology (PP). The fundamental role emotions affecting learners' (L2) achievement has been well-documented. Evidence also indicates that can significantly influence L2 learning engagement which profoundly impacts their academic performance. However, links between emotions, engagement, and remain underexplored. To contribute to this research domain, present study sought unpack relationships such as foreign enjoyment (FLE), classroom anxiety (FLCA), boredom (FLLB), well English achievement. A total 907 learners a (EFL) from university China were recruited complete an online questionnaire. Structural equation modeling (SEM) was performed test hypothesized relations among variables. Results revealed correlations FLE, FLCA, FLLB. Furthermore, found mediate (FLE, FLLB) findings broaden nomological network EFL context, provide evidence for mechanism underlying achievement, thereby shedding light on teaching at tertiary level China.

Language: Английский

Citations

27
Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents DOI Creative Commons
Hanwei Wu, Yonghong Zeng, Zhiguang Fan

et al.

Acta Psychologica, Journal Year: 2024, Volume and Issue: 243, P. 104153 - 104153

Published: Jan. 23, 2024

Burnout impairs English as a foreign language (EFL) learning, while engagement enhances it. However, most relevant studies have focused on college students, neglecting senior high school students. To address this gap, mixed-methods study used two scales to assess the levels of burnout and among 1234 Chinese EFL We also applied person-centered approach with statistical software (Mplus 8.7) identify their latent profiles. Then, we conducted semi-structured interviews 30 students analyzed data using thematic analysis qualitative (MAXQDA 2022) investigate antecedents engagement. The revealed three profiles: burnout-low (16.0 %), moderate burnout-moderate (61.8 low burnout-high (22.2 %). profiles were associated demographic characteristics such gender, age, grade. identified four major antecedents: academic stress support for burnout, external internal Each antecedent consisted several categories subcategories. This could inform design effective interventions reduce students' increase

Language: Английский

Citations

17
Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence DOI Creative Commons
Ying Li, Zhang Li

Frontiers in Psychology, Journal Year: 2024, Volume and Issue: 14

Published: Jan. 8, 2024

Introduction Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims investigate potential mediation role emotional intelligence. The study delves into experiences 806 EFL students comprehensively scrutinize these dynamics. Methods Employing Structural Equation Modeling (SEM), conducts thorough analysis relationships between dynamics, burnout students. primary objectives involve uncovering correlations factors elucidating mediating impact Results findings underscore robust associations positive heightened reduced levels Noteworthy is pivotal intelligence, acting mediator, offering insights ways in which enjoyment influence levels. Discussion These outcomes highlight significance nurturing students’ intelligence protective factor against burnout, advocating for tailored educational interventions. advocates proactive measures enhance students, emphasizing its mitigate Moreover, it suggests pedagogical strategies institutional support prioritizing foster well-being academic success

Language: Английский

Citations

12
Teacher support, grit and L2 willingness to communicate: the mediating effect of foreign language enjoyment DOI Creative Commons

Yanyu Yang,

Yongze Cui,

Suhua Yao

et al.

BMC Psychology, Journal Year: 2024, Volume and Issue: 12(1)

Published: July 9, 2024

Abstract Informed by some relevant theories of positive psychology, the current study examined interrelations among teacher support, grit, and L2 willingness to communicate (WTC), focusing mainly on mediating role foreign language enjoyment (FLE). A sample 619 university students in China participated this cross-sectional survey. Structural equation modeling (SEM) was used analyze gathered data. The results showed that grit could directly positively predict WTC. Furthermore, support affect WTC via FLE. These findings served as empirical evidence from second acquisition (SLA) domain for revealing influential mechanism shaping interconnectedness all constructs. concluded with a discussion pedagogical implications suggestions future research.

Language: Английский

Citations

9
Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign student engagement in foreign language learning: the mediating role of foreign language enjoyment DOI Creative Commons

Haoting Li

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: May 22, 2023

This study aimed to investigate the relationships between perceived teacher-student relationship, growth mindset, student engagement, and foreign language enjoyment (FLE) among Chinese English learners.A total of 413 EFL learners participated in completed self-report measures for engagement learning, FLE. Confirmatory factor analysis was employed assess validity scales. Structural equation modeling used test hypothesized model.The partial mediation model demonstrated best fit data. The results indicated that relationship had a direct impact on engagement. FLE directly influenced while mindset indirectly affected through FLE.The findings suggest fostering positive promoting can enhance FLE, leading increased levels These emphasize importance considering both interpersonal dynamics teachers students role learning.

Language: Английский

Citations

23
A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers DOI
Hanwei Wu, Yonghong Zeng

Perceptual and Motor Skills, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 14, 2024

Teaching for creativity (TfC) has recently received increased attention in English-as-a-foreign-language (EFL) contexts. Previous studies confirmed that TfC links with achievement emotions (AEs) this context. Additionally, a supportive work environment (SWE) been shown to be associated AEs. However, relationships among all three variables - SWE, AEs, and have not adequately explored EFL contexts, nor the underlying bases these elucidated. In study, we adopted mixed-methods approach investigate complex associations between AEs (anxiety, pride, enjoyment, anger), as perceived by 441 Chinese teachers. Quantitative results revealed four were significantly correlated, small large effect sizes. Furthermore, collectively mediated relationship SWE our structural equation model. Qualitative interviews 15 teachers provided nuanced insights into possible reasons statistical patterns. We discuss theoretical pedagogical implications of findings suggest directions future research.

Language: Английский

Citations

7