Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, th...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Language teaching research : LTR Ročník 25; číslo 6; s. 922 - 945
Hlavní autori: Dewaele, Jean-Marc, Li, Chengchen
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London, England SAGE Publications 01.11.2021
Sage Publications Ltd
Predmet:
Behavior
Boredom
College Faculty
College Students
Correlation
Educational Psychology
Educational research
Emotional Response
Emotions
English (Second Language)
English as a second language
English as a second language instruction
English language
Enjoyment
Foreign Countries
Foreign languages
Language acquisition
Language Teachers
Learner Engagement
Learning
Psychological Patterns
Psychology
Quantitative analysis
Second Language Instruction
Second Language Learning
Second language teachers
Social factors
Student Attitudes
Student participation
Student teacher relationship
Students
Teacher Attitudes
Teacher Influence
Theories
Universities
China
boredom
emotion contagion
teacher enthusiasm
enjoyment
student engagement
L2 learning
ISSN:1362-1688, 1477-0954
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher enthusiasm, enjoyment, boredom, and social-behavioral learning engagement. In addition, student enjoyment and boredom were found to co-mediate the relationship between perceptions of teacher enthusiasm and student social-behavioral engagement in English classes. Qualitative interviews with nine students provided insights into the potential causes of the statistical patterns. Theoretical and pedagogical implications are discussed, followed by directions for future research.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1362-1688
1477-0954
DOI:10.1177/13621688211014538