Enhancing Chinese EFL Students’ Academic Engagement: The Impact of L2 Enjoyment and Academic Motivation

Wang, Xiaotao

doi:10.3389/fpsyg.2022.914682

Cited by 27 publications

(33 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Due to the vital role that L2 engagement may serve in raising students' learning outcomes (Jarvela & Renninger, 2014;Philp & Nakamura, 2017), identifying the antecedents of this variable sounds critical. To answer this necessity, educational scholars have conducted several investigations into the role of students' personal resources like emotional intelligence, self-efficacy, academic motivation, autonomy, academic buoyancy, and academic self-concept in their L2 engagement (e.g., Beri & Stanikzai, 2018;Ghelichli et al, 2020;Schnitzler et al, 2021;Thomas & Allen, 2021;Wang, 2022;Yuan & Kim, 2018, among others). Further, with the advent of -Positive Psychology (PP)‖, many research studies have considered the role of positive communication behaviors in students' L2 engagement (e.g., Amiryousefi et al, 2019;Derakhshan, 2021;Estepp & Roberts, 2015, among others).…”

Section: Introductionmentioning

confidence: 99%

Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport

Shakki

2022

LRR

View full text Add to dashboard Cite

Given that L2 engagement serves a vital role in students' academic success, studying the predictors of this construct seems critical. Notwithstanding, factors influencing one's engagement in an L2 context have remained unclear. To respond to this gap, the current research aimed to unravel the effects of teacher-student rapport and teacher support on Iranian EFL students' L2 engagement. In doing so, 216 Iranian students majoring in Applied Linguistics, Linguistics, English Translation, or English Literature were invited to cooperate in this investigation. To obtain the required data, three pre-designed scales were virtually distributed among the respondents. Then, through correlation tests, the association between teacher support, teacher-student rapport, and student L2 engagement was measured. Following that, the effects of teacherstudent rapport and teacher support on Iranian students' L2 engagement was assessed using Structural Equation Modeling (SEM). The correlational analysis uncovered a strong, favorable association between constructs. The SEM analysis also indicated that teacher-student rapport and teacher support can strongly influence Iranian students' engagement in EFL classes. The implications of results are further discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport

Shakki

2022

LRR

View full text Add to dashboard Cite

show abstract

“…Considering that student engagement in the classroom is key to successful learning achievement, studies have assessed whether enjoyment helps students engage in FL classroom activities. For example, Wang (2022) found that Chinese EFL learners' perceived enjoyment was positively correlated with their academic engagement levels and learning achievements. In addition, students' academic motivation played a pivotal role in influencing their academic achievements (ibid.).…”

Section: Enjoyment In Relation To Fl Learningmentioning

confidence: 99%

Enjoyment in the Foreign Language Teaching Environment: Saudi Teachers’ Perspectives

2022

View full text Add to dashboard Cite

Introduction. Positive emotions are crucial for facilitating the learning process in foreign language (FL) classes. It has been well established that the emotion of enjoyment highly influences students and teachers in language learning environments and plays a key role in motivation. Goals. The first objective of this study was to investigate the foreign language enjoyment (FLE) levels of FL teachers in Saudi Arabia. The second objective was to investigate the level of enjoyment felt by these teachers when they were FL students. Third, gender differences with regard to the level of enjoyment were studied. Finally, the sources of enjoyment were explored. Thirty-six teachers from different educational institutions in Saudi Arabia were surveyed. Results. The results demonstrated that the participants experienced high levels of enjoyment when teaching FL classes; however, their enjoyment levels were significantly higher when they were FL students. A positive atmosphere at the workplace, students’ excitement about language learning, and the joy of passing knowledge to others served as sources of enjoyment among the FL teachers. In terms of their experiences as FL students, FLE stemmed from their own FL teachers’ attitudes as well as the process of learning a language applicable to real daily life. Gender was found to be only a mediator, not a predictor, of participants’ enjoyment as there were no statistically significant differences between male and female teachers. Conclusions. Thus, the following conclusions can be drawn based on the study. First, teachers must promote positive classroom environments by perfecting their general attitudes as much as possible to enhance the feeling of enjoyment among learners. This, in turn, will make the FL learning journey effortless and help students reach their learning goals and objectives. Furthermore, in pre-course sessions, a brief introduction that clarifies the importance of English as a foreign language is highly recommended. This will help students recognise the possible outcomes of their learning and enable them to enjoy their experiences of learning EFL. Second, institutions – i.e. schools and universities – that offer opportunities to teach EFL should provide positive working environments for their FL teachers. Institutions must also draw teachers’ attention to their role as vital knowledge resources for their students.

show abstract

“…Academic motivation, as Wen ( 2022 ) mentioned, also prompts L2 learners to do their utmost to acquire the second language. Likewise, Wang ( 2022 ) declared that academic motivation pushes L2 learners to invest a huge amount of time, energy, and attempt in mastering the target language.…”

Section: Introductionmentioning

confidence: 99%

Toward the favorable consequences of academic motivation and L2 enjoyment for students' willingness to communicate in the second language (L2WTC)

Cao

2022

Front. Psychol.

View full text Add to dashboard Cite

Students' willingness to communicate in the second language (L2WTC) is perceived to be the ultimate goal of L2 acquisition in that high levels of L2WTC facilitate L2 use. For this reason, factors leading learners to higher levels of L2WTC have been widely scrutinized. Yet, the role of psycho-emotional factors like academic motivation and L2 enjoyment in promoting students' L2WTC has remained elusive. Moreover, as existing literature reveals, no inquiry has conceptually reviewed the impacts of these factors on students' L2WTC. To respond to this gap, this conceptual review strived to elucidate the consequences of academic motivation and L2 enjoyment for students' L2WTC. The favorable effects of academic motivation and L2 enjoyment on students' L2WTC levels were shown in the light of empirical and theoretical evidence. Finally, the potential implications of the findings are highlighted.

show abstract

Enhancing Chinese EFL Students’ Academic Engagement: The Impact of L2 Enjoyment and Academic Motivation

Cited by 27 publications

References 52 publications

Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport

Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport

Enjoyment in the Foreign Language Teaching Environment: Saudi Teachers’ Perspectives

Toward the favorable consequences of academic motivation and L2 enjoyment for students' willingness to communicate in the second language (L2WTC)

Contact Info

Product

Resources

About