Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance: A Structural Equation Modeling Approach

Zhu, Xinhua; Yao, Yuan; Pang, Wanru; Zhu, Siyu

doi:10.1007/s10936-022-09923-2

Cited by 10 publications

(2 citation statements)

References 94 publications

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“…Educators increasingly acknowledge the importance of engagement in language learning (Mercer and Dörnyei, 2020;Zhao et al, 2023;Zhu et al, 2023). There has been a consensus that engagement is a multidimensional construct, including cognitive, behavioral, and emotional engagement (Fredricks et al, 2004;Reeve, 2012;van Uden et al, 2014).…”

Section: Classroom Engagement In Language Learningmentioning

confidence: 99%

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement

Wang,

Luo,

Liao

et al. 2024

Front. Psychol.

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IntroductionThe capacity to speak English for academic purposes is a pivotal facet of language education and assessment. Despite the substantial research approving the significant role of teachers in L2 learning, it remains unclear how exactly teachers’ support for students’ learning autonomy influences EFL learners’ academic English speaking performance.MethodsTo address this primary concern, this study drew ground from the Self-System Model of Motivational Development (SSMMD) and adopted a mixed-method approach to examine teacher autonomy support’s direct and indirect effects on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement. 247 first-year university students participating in academic English speaking courses were recruited in this study.Results and discussionThe quantitative results of the questionnaire indicated that students’ perceived teacher support for autonomy directly predicted English speaking performance, and it also indirectly influenced students’ speaking performance via the mediation of classroom engagement and basic psychological needs. Students’ responses in the semi-structured interview further verified the positive effect of teacher autonomy support on academic English speaking development in the classroom. Pedagogical implications were also discussed based on the findings.

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Section: Classroom Engagement In Language Learningmentioning

confidence: 99%

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement

Wang,

Luo,

Liao

et al. 2024

Front. Psychol.

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show abstract

“…Existing research on psychological factors has mainly looked into writing enjoyment or anxiety (Zhu, Zhan & Yao, 2022). For student engagement, it is found that behavioral engagement uniquely mediated good writing performance, suggesting its pedagogical value (Zhu, Yao, Pang & Zhu, 2023). Despite the multimodal composing, the impact of implementing multimodal teaching to student engagement in story continuation tasks remain under-researched.…”

Section: Introductionmentioning

confidence: 99%

An Action Research on Incorporating Multimodal Composing to Facilitate Student Engagement in Continuation Writing Tasks in Chinese High School EFL Teaching

Tian,

Deng

2024

ELT

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Recently, multimodal composing has become a popular topic in current research on English writing teaching in China. Existing research has rarely delved into student engagement in multimodal composing in Chinese high school English teaching systematically. To address this gap, this study used a mixed-method approach and introduces multimodal composing to investigate its impact on high school students' engagement in English story continuation writing tasks. Findings show that the incorporation of multimodal elements significantly amplifies students' engagement across affective, behavioral, cognitive, and social dimensions. However, students’ excessive focus on the graphic elements within multimodal compositions may have a negative impact on the narrative quality. While affirming the positive role of multimodal composing on student engagement, the study also identified the challenges in applying multimodal composing in the Chinese education context, providing insights for future research and pedagogical implementations.

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The Power of Positive Reporting: Examining China's Anti-Epidemic National Image in Mainstream Media

Chen

et al. 2023

J Psycholinguist Res

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Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance: A Structural Equation Modeling Approach

Cited by 10 publications

References 94 publications

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement

An Action Research on Incorporating Multimodal Composing to Facilitate Student Engagement in Continuation Writing Tasks in Chinese High School EFL Teaching

The Power of Positive Reporting: Examining China's Anti-Epidemic National Image in Mainstream Media

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