Psychological factors and production behaviors of Chinese undergraduate EFL learners

Zheng, Wei

doi:10.1371/journal.pone.0288014

Cited by 2 publications

(1 citation statement)

References 40 publications

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“…The POA-R participants showed a very good attitude toward the POA-R teaching approach, as evidenced by the mean scores of 10 out of 14 items in the POA-R group exceeding 4. Wang's research indicates that both teachers and students have a positive attitude towards the POA teaching approach, which is in line with the positive attitudes of POA-R participants examined in this study [36]. Additionally, the supervisors' reflections demonstrated that they had positive opinions of the POA-R teaching approach.…”

Section: Poa-r Teaching Approach Is Recognized By the Students And Th...supporting

confidence: 83%

The application of production-oriented approach research teaching method in medical academic English course

Liu

2024

PLoS ONE

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The purpose of this study is to investigate the efficiency of the production-oriented approach research (POA-R) teaching approach on academic English courses. The six-week study involved thirty-nine postgraduate students from Guilin Medical University studying medical technology. These students were randomly divided into POA-R (19 participants) and non-POA-R (20 participants) groups. The process of study in the POA-R group was divided into three stages, motivating, enabling, and assisting. The instructor gave the class a task at the motivational stage that involved taking the academic IELTS exam, writing a review article and giving an oral presentation about their research topic. At this stage, students are challenged to find relevant information searching PubMed and other literature databases. The teacher served as a facilitator of learning and would not offer information related to the tasks. During the enabling phase, students were encouraged to ask their supervisor for help and guidance. Students ask questions in class, and the instructor discusses the questions with the students and guides them to solve the questions independently. During the assessment stage, students take the academic IELTS exam, finish the review article, given an oral presentation related their research project, and complete an instructional questionnaire. The non-POA-R group was instructed by the teacher lecture method, comprising six lectures and an oral presentation in addition to the completion of a review article. The final grades of course include a review article, an oral presentation, and an academic IELTS test. The results revealed that the students in the POA-R group outperformed the non-POA-R group in terms of mean scores on the IELTS exam, oral presentation, and review article. To further support and demonstrate the advantages of the POA-R teaching approach, an instructional questionnaire using Likert scales and the attitudes of their supervisors was employed. In conclusion, the POA-R teaching approach is a highly successful strategy for enhancing postgraduate students’ academic English proficiency. It greatly enhanced the participants’ academic knowledge, learning interest, and active learning.

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Section: Poa-r Teaching Approach Is Recognized By the Students And Th...supporting

confidence: 83%

The application of production-oriented approach research teaching method in medical academic English course

Liu

2024

PLoS ONE

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The influence of enjoyment, boredom, and burnout on EFL achievement: Based on latent moderated structural equation modeling

Zhou,

Wang

2024

PLoS ONE

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In recent years, the boom in the field of positive psychology in second language acquisition research has seen an increasing number of scholars focusing on the individual well-being of second language learners alongside their learning effectiveness. Despite this growing interest, there is a need to further investigate the specific emotional factors influencing academic achievement in foreign language learning. This study investigates the impact of three emotions—enjoyment, boredom, and burnout—on academic achievement, and the moderating role of academic buoyancy. Data were collected from 563 college English-as-a-foreign-language (EFL) students from China’s mainland using latent moderated structural equation modeling with Mplus. The results of the latent bivariate correlation analysis showed significant correlations between EFL learning emotions, academic buoyancy, and test performance. In the latent moderated structural equations model, enjoyment and burnout predicted test performance. Moreover, academic buoyancy moderated the relationships between enjoyment and test performance, and between burnout and test performance. EFL test performance was highest when enjoyment and buoyancy were both high, or when burnout and buoyancy were both low. These findings highlight the importance of fostering positive emotions and resilience in language learners to enhance their academic performance, offering valuable insights for educators and policymakers aiming to improve foreign language education.

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Psychological factors and production behaviors of Chinese undergraduate EFL learners

Cited by 2 publications

References 40 publications

The application of production-oriented approach research teaching method in medical academic English course

The application of production-oriented approach research teaching method in medical academic English course

The influence of enjoyment, boredom, and burnout on EFL achievement: Based on latent moderated structural equation modeling

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