Teacher Enthusiasm and Students' Social-Behavioral Learning Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes

Autor/inn/en	Dewaele, Jean-Marc; Li, Chengchen
Titel	Teacher Enthusiasm and Students' Social-Behavioral Learning Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes
Quelle	In: Language Teaching Research, 25 (2021) 6, S.922-945 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Chengchen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/13621688211014538
Schlagwörter	Psychological Patterns; Educational Psychology; Research; Teacher Influence; Teacher Attitudes; Learner Engagement; Emotional Response; Second Language Learning; English (Second Language); Second Language Instruction; College Faculty; College Students; Foreign Countries; Theories; Language Teachers; Student Attitudes; Correlation; China + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Forschung; Lehrerverhalten; Emotionales Verhalten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Fakultät; Collegestudent; Ausland; Theory; Theorie; Language teacher; Sprachunterricht; Schülerverhalten; Korrelation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01