Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

Abstract

IntroductionWith the proliferation of online learning, understanding students’ affective experiences in digital foreign language courses has become imperative.MethodsThis mixed-methods study investigates how peer support and self-efficacy shape the emotional experiences of 502 Chinese undergraduate students in online English courses. Quantitative analyses using surveys were conducted to examine the relationships between peer support, self-efficacy, enjoyment, and anxiety. Qualitative analyses of interviews provided additional insights.ResultsQuantitative analyses reveal that peer support positively predicts higher levels of foreign language enjoyment and anxiety. Self-efficacy was found to partially mediate this relationship, with peer support strengthening self-efficacy, which, in turn, positively influences enjoyment and anxiety. Qualitative analyses provide converging yet nuanced insights into how peer support enhances self-efficacy and emotions beyond the surveys.DiscussionThe findings provide insight into optimizing online language courses through peer support and self-efficacy development tailored to diverse student needs. Limitations around sample selection, self-reported measures, and scope of relationships examined present opportunities for future research.

A Review of the Literature on the Influence of Peer Support Programs on Student Mental Health and Well-Being

“…However, to emphasize its importance, peer support programs have been researched in various academic settings, including community colleges and large universities. Local and international students have been involved in these studies (Lee, 2017;Martirosyan et al, 2019;Huang, 2023;Pointon Haas et al, 2023;Suresh et al, 2021). These studies also demonstrate the effectiveness of peer support programs for students from all backgrounds.…”

“…Loneliness, when combined with academic pressure, can result in psychological distress (Diehl et al, 2018;Zahedi et al, 2022) and poor academic performance (Alinejad et al, 2022). Nevertheless, participation in peer support programs has been linked to improved academic performance (Altermatt, 2016;Huang, 2023). Students who participate in these programs and receive guidance and tutoring perform better in their classes.…”

Gamifying the Learning Experience Using Extended Reality Technologies for Teaching English as a Foreign Language

“…Gamification is commonly seen as one of the most entertaining, absorbing, and effective strategies for teaching EFL and for bridging the gap between student learning and educational practice (Lui, 2014;Sundqvist and Wikström, 2015;Munday, 2015;Xu, 2023;Huang, 2023). This is because gamification aspects can boost learners' motivation and passion for studying English while diminishing learners' anxiety and fear of speaking in public (Arnold, 2014;Wu and Huang, 2017;Nilubol et al, 2023).…”

“…Although gamification, AR, and VR result in improvements in English language learning achievements (Mystakidis et al, 2017a;2017bAzar and Tan, 2020;Enkin, 2022;Nilubol et al, 2023;Xu, 2023;Huang, 2023;Yaghoubi & Kazemi, 2023), researchers, as well as teachers, are wary of the effect of the new technology and the distracting effect of animated objects, especially on younger learners (Hsieh, 2016). The availability and implementation costs override the scalability of gamified learning experiences (Xiao & Li, 2023).…”