Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?

Xiao-yan, Wang

doi:10.3389/fpsyg.2021.759784

Cited by 13 publications

(10 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Pogue and AhYun (2006 , p. 333) mentioned, student affective learning refers to “student attitudes toward the course, content, and instructor, as well as student attitudes toward anticipated classroom behaviors.” Bekiari (2012) suggested that the manner in which instructors communicate with their learners can drastically influence their affective learning. In line with this premise, numerous studies have inspected the power of teacher communication behaviors, including immediacy, confirmation, and clarity, in predicting students’ affective learning (e.g., Hsu, 2012 ; Wang, 2021 ; Wang et al, 2021 ). Yet, the impact of teacher support and teacher–student rapport as other prime instances of teacher communication behaviors has been inspected by only a few scholars (e.g., Federici and Skaalvik, 2014 ; Yong, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As Pogue and AhYun (2006) noted, students’ affective learning also deals with the likelihood of their participation in the course activities and the probability of enrolling in another course with their current instructor. In his study, Wang (2021 , p. 2) also postulated that student affective learning pertains to the “outlook and emotional state of students toward the course and the course instructor.” According to Goodboy and Myers (2008) , students’ affective learning can be greatly influenced by their instructors’ confirmation. To them, instructors who offer confirmation to their students can improve their affective learning to a large extent.…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, investigating the associates and determinants of EFL students’ affective learning seems essential. To address this necessity, several scholars have studied ranges of student-related (e.g., Bigdeli, 2010 ; Gupta and Pandey, 2018 ; Wang et al, 2021 ) and teacher-related factors (e.g., Hsu, 2012 ; Enskat et al, 2017 ; Wang and Guan, 2020 ; Wang, 2021 ) in relation to EFL students’ affective learning. Yet, teacher–student rapport and teacher support as two valuable teacher-related factors have received limited attention ( Federici and Skaalvik, 2014 ; Yong, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning

Sun

Shi

2022

Front. Psychol.

View full text Add to dashboard Cite

Students’ affective learning is critical for their academic success; therefore, considerable attention has been devoted to the role of various student-related and teacher-related factors as predictors of student affective learning. Notwithstanding, the impact of two important teacher-related factors, namely teacher–student rapport and teacher support, has not been adequately researched. To address this gap, the present study sought to explore the role of teacher support and teacher–student rapport in Chinese English as a foreign language (EFL) students’ affective learning. To do so, three valid inventories of the variables were administered to 497 Chinese EFL students. Performing correlational analyses, favorable associations were found between teacher–student rapport, teacher support, and student affective learning. The predictive power of teacher support and teacher–student rapport was assessed using structural equation modeling (SEM). Chinese EFL students’ affective learning was shown to be largely influenced by teacher–student rapport and teacher support. The pedagogical implications and future directions are also discussed.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning

Sun

Shi

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Few studies have been done on the relationship between teacher immediacy and learners’ foreign language enjoyment. Wang (2021) pointed out that teachers are responsible for establishing rapport with learners, and he stated that teachers’ friendship with learners is a firm result of learner’ emotional growth, including enjoyment, resilience, grit, and hope. Dewaele et al (2018a) also stated that “good language teacher needs to be in a position to manage the emotional tenor of the classroom.…”

Section: Review Of Literaturementioning

confidence: 99%

L2 Enjoyment of English as a Foreign Language Students: Does Teacher Verbal and Non-verbal Immediacy Matter?

2022

View full text Add to dashboard Cite

This review explored the investigations on the role of teacher immediacy in English as a Foreign Language (EFL) learners’ foreign language enjoyment. Earlier investigations have proved that teacher immediacy, such as posture, body language, vocal variety, gestures, and smile, can significantly affect learners’ positive emotions like foreign language enjoyment. It means that teachers should try both to control the feelings of their learners and manage their feelings to enhance enjoyment among learners. Moreover, studies have shown that teacher immediacy is significantly related to learner motivation which is a basis for increasing foreign language enjoyment among learners. However, specific strategies can be employed to increase learner motivation, which in return increases learner foreign language enjoyment. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of teacher-student relationships, in particular, teacher immediacy and its role in learners’ foreign language enjoyment.

show abstract

“…Cognitive approach suggests the following tasks for a language teacher (Wang, 2021) o Teach students to perceive the input information adequately.…”

Section: Introductionmentioning

confidence: 99%

Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

2022

FeD

View full text Add to dashboard Cite

Language proficiency is an important skill for the XXIst century. It means that formation of Ukrainian language competency is one of the major problems of educational institutions in Ukraine. The aim of the article is to analyze the main approaches, models and methods of Ukrainian language teaching and to highlight the most effective ones that can be used to train future professionals and make them ready to operate positively in dynamic society and information culture in future. To achieve the research objectives, we applied a number of theoretical methods including scientific literature review, synthesis of research results on the problems of Ukrainian language teaching and generalization of pedagogical theories and approaches. Also, we employed the empirical research methods: pedagogical observation and open survey to collect quantitative data on the problem. To process the results, we used the methods of mathematical analysis and statutory interpretation of students’ learning outcomes. The results show that there are four main models used for Ukrainian language teaching at the educational institutions. They vary depending on the approach. They include the model with the use of cognitive approach, the model with the use of competency-based approach, the model with the use of person-centered approach, and the model with the use of communicative approach. Also, the model with the use of combination of different approaches is proved to be common and effective among teachers and methodologists. In the article we found that two groups of teaching methods are applied: traditional and innovative. The survey of teachers, methodologists, and students showed that traditional and innovative methods are both effective and they can increase the level of Ukrainian language competency among students. But the efficiency of innovative methods is slightly higher. Therefore, we can state that the educational process requires a combination of different approaches to make the learning effective, interesting, and motivating. Also, teachers and methodologists are required to apply innovative methods more extensively as they help to enhance Ukrainian language competency among students and prepare them to language activities in every day and professional situations.

show abstract

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?

Cited by 13 publications

References 72 publications

On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning

On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning

L2 Enjoyment of English as a Foreign Language Students: Does Teacher Verbal and Non-verbal Immediacy Matter?

Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

Contact Info

Product

Resources

About