Boosting Learners' Confidence in Learning English: Can Self‐Efficacy‐Based Intervention Make a Difference?

TESOL Quarterly, Год журнала: 2023, Номер 58(4), С. 1518 - 1547

Опубликована: Дек. 26, 2023

Abstract Self‐efficacy is theorized as a malleable construct that can be influenced by teachers' instructions; however, limited effort has been devoted to evaluating the effectiveness of self‐efficacy interventions. This study leverages mixed methods design evaluate intervention over 16 weeks among Chinese English foreign language learners. Data were collected from 102 secondary school students (52 and 50 in comparison groups, respectively). We also interviewed nine class. Repeated measures analyses variance employed check changes self‐efficacy, intrinsic motivation, engagement, academic achievement time well detect differences these aspects between groups. Moreover, thematic analysis was adopted handle qualitative data. Results quantitative phase showed explicit supports worked effectively promoting proficiency. triangulated findings phase, illuminating broad‐spectrum effect support. Implications directions for future research are discussed.

Язык: Английский

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Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom

System, Год журнала: 2024, Номер 125, С. 103418 - 103418

Опубликована: Июль 26, 2024

Язык: Английский

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Distinct trajectories of EFL motivation: A self-determination theory perspective

System, Год журнала: 2024, Номер 126, С. 103441 - 103441

Опубликована: Сен. 25, 2024

Язык: Английский

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Effects of AI Affordances on Student Engagement in EFL Classrooms: A Structural Equation Modelling and Latent Profile Analysis

European Journal of Education, Год журнала: 2024, Номер unknown

Опубликована: Окт. 16, 2024

ABSTRACT Various AI technologies have been extensively introduced in language learning, showing positive impacts on students' especially their classroom‐based engagement. Yet, AI's comprehensive affordances as well influences across different cohorts of student engagement remain underexplored. Given this, the current study, employing structural equation modelling (SEM), delineated factor structures and predictive relationships Besides, to clarify variations subgroups, study also explored latent profiles moderating effects through profile analysis (LPA). SEM LPA were conducted using AMOS 23 Mplus 8, respectively. The participants comprised 408 undergraduate students from various universities China, who engaged English a Foreign Language (EFL) learning within AI‐empowered classroom environments. Factor indicated that both exhibited two second‐order structures. categorised into four dimensions: convenience, interactivity, personalisation social presence. Student was divided cognitive, behavioural, emotional Additionally, significantly affected engagement, with this impact being moderated by profiles. segmented three sub‐groups: non/low high moderate Therein, showed notable effect non‐/low group. These findings provide solid foundation for future research integration learning.

Язык: Английский

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From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement

System, Год журнала: 2024, Номер unknown, С. 103519 - 103519

Опубликована: Окт. 1, 2024

Язык: Английский

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