Effects of Instructor Engagement on Student Use of a Course Management System

Bulger, Monica; Almeroth, Kevin C.; Mayer, Richard E.; Chun, Dorothy M.; Knight, Allan; Collins, H. Thomas

doi:10.2139/ssrn.1859284

Cited by 1 publication

(2 citation statements)

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“…Students who reported higher levels of teacher engagement performed better in foreign language learning. This finding is consistent with Hypothesis 1 and several other studies (Bulger et al, 2007;Suh and Michener, 2019;Zhong and Li, 2020). Teacher engagement embodies teachers' absorption or dedication to work-related tasks, and contains their concerns or trust, positive appraisal or feedback for students.…”

Section: Discussionsupporting

confidence: 94%

“…outcomes, including greater achievement. Based on online data, Bulger et al (2007) found that teacher engagement in online support systems is positively correlated with students' use level and academic performance. Farhan et al (2016) presented a qualitative assessment methodology in an eLearning environment with the analysis of student's attention and teacher's engagement.…”

Section: Literature Review Teacher Engagementmentioning

confidence: 99%

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Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions

Wang

Zhang

2022

Front. Psychol.

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As an important factor promoting students’ learning behavior and achievement, teacher engagement has been largely neglected in the research literature on English as a foreign language (EFL) and applied linguistics. Moreover, the few studies have focused more on conventional classrooms rather than online learning contexts and failed to reveal how teacher engagement in the online foreign language classroom affected students’ achievement. The present study assessed 546 university students in China using self-report questionnaires to examine the relationship between teacher engagement and students’ achievement in an online EFL course over an 18-week semester, taking into account the possible mediating effects of autonomous motivation and positive academic emotions. The results showed that teacher engagement exerted a direct and positive impact on students’ English achievement. Students’ autonomous motivation and enjoyment mediated the association between teacher engagement and English achievement, but the mediating effects of relief were not significant. Additionally, teacher engagement affected students’ English achievement through the chain mediation of autonomous motivation and positive academic emotions (enjoyment and relief). Relief displayed a smaller effect on students’ English achievement than enjoyment did. These findings elucidate the impact of teacher engagement on students’ English achievement in the online environment and support the utility of self-determination theory and control-value theory in explaining foreign language learning. Directions for future research and implications for education are also presented.

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Section: Discussionsupporting

confidence: 94%

Section: Literature Review Teacher Engagementmentioning

confidence: 99%