Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy

Derakhshan, Ali; Fathi, Jalil

doi:10.1007/s40299-023-00745-x

Cited by 81 publications

(28 citation statements)

References 69 publications

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“…This started in the military environment and has been transferred to the academic and civil environments. For more than two decades, the IT system, the educational system, and the educational environment have been encompassing [34][35][36].…”

Section: Academic Eagernessmentioning

confidence: 99%

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

Izadpanah

2024

PLoS ONE

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The proliferation of smart devices in educational settings has prompted a need to investigate their influence on learners’ attitudes and language learning outcomes. Recent advancements in smart technology (ST) have ignited curiosity regarding their impact on academic eagerness (AE), (AS), and academic performance (AP) among elementary English language learners. Despite this, there remains a dearth of comprehensive discussion in this area. This study encompasses all primary language students from the academic year 2023 as its sample. A multistage sampling method was employed for sample selection. The study introduced ST as an intervention over eight 45-minute sessions spanning two months. Data collection instruments included AE assessments adapted from Fredericks et al., an AS questionnaire developed by the researchers, and an AP questionnaire designed by Pham and Taylor. Data analysis incorporated statistical tests such as the Kolmogorov-Smirnov test, Levene test, and univariate analysis of covariance. The findings yield valuable insights into the impact of ST on AE, AS, and AP, shedding light on its potential advantages and limitations in language learning. Notably, the experimental group (EG) outperformed the control group (CG). These results contribute to the growing body of knowledge concerning ST integration in education and its consequences on AP and learner attitudes. Ultimately, this research aims to provide evidence-based recommendations for enhancing language learning outcomes and experiences among elementary English as a Foreign Language (EFL) students in the digital education era.

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Section: Academic Eagernessmentioning

confidence: 99%

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

Izadpanah

2024

PLoS ONE

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“…Cognitive engagement relates to learners’ information processing, and is composed of deep and surface processing ( Pintrich and Schragben, 2012 ; Li et al, 2023 ). While deep processing entails elaboration and organization, by which learners will be able to connect their prior knowledge with their current information, surface processing includes learners constantly reforming the information ( Chen and Pedersen, 2012 ; Li and Lajoie, 2022 ; Derakhshan and Fathi, 2023 ). Emotional engagement is identified as the summative and enduring levels of emotions which learners experience, as well as the extent to which they have passion toward the activities ( Bowden et al, 2021 ; Salta et al, 2022 ).…”

Section: Review Of the Literaturementioning

confidence: 99%

Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement

Zhang

2024

Front. Psychol.

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ObjectiveThis study investigates the complex interplay between academic self-concept, teacher support, student engagement, and psychological wellbeing among Chinese university students. We aimed to elucidate the mediating role of student engagement in these relationships.MethodsA sample of 597 Chinese undergraduate students from diverse universities participated in the study. We employed structured questionnaires to assess academic self-concept, teacher support, student engagement, and psychological wellbeing. Confirmatory factor analyses and structural equation modeling were used to test our hypothesized model.ResultsStructural equation modeling indicated that the partial mediation model, which considered both direct and indirect effects, outperformed full mediation and direct effect models. Student engagement significantly mediated the relationships between academic self-concept, teacher support, and psychological wellbeing. Importantly, teacher support demonstrated a direct impact on psychological wellbeing, even when accounting for the mediating role of student engagement.ConclusionThis study underscores the pivotal role of student engagement as a mediator in the relationship between academic self-concept, teacher support, and psychological wellbeing among Chinese university students. While student engagement plays a substantial mediating role, our findings also recognize the persistent direct influence of teacher support on psychological wellbeing. These insights have implications for educators and policymakers aiming to enhance the wellbeing of university students by fostering positive academic self-concept and teacher support while recognizing the importance of student engagement.

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“…People’s self-efficacy significantly influences their actions; those with high self-efficacy are more resilient, less likely to avoid challenges, and perceive difficulties as growth opportunities ( Cassidy, 2015 ; Supervia et al, 2022 ). In the realm of language learning, EFL learners with higher self-efficacy levels tend to set and persist in achieving demanding goals ( Dong et al, 2022 ; Derakhshan and Fathi, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction

Zheng,

Xiao

2024

Front. Psychol.

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IntroductionEnglish as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners.MethodsThe study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables.ResultsThe results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners’ self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses.DiscussionThe findings highlight the pivotal role of nurturing learners’ self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners’ satisfaction and success in online courses.ConclusionThe implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.

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Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy

Cited by 81 publications

References 69 publications

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language

Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction

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