Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context

Zhang, Lawrence Jun; Saeedian, Abdulbaset; Fathi, Jalil

doi:10.1080/01434632.2022.2100893

Cited by 64 publications

(23 citation statements)

References 72 publications

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“…In addition, research on teachers' positive emotions has gained momentum, as teachers with positive self-perceptions can help learners develop skills and improve academic achievement (Mercer & Gregersen, 2020). As Dreer (2022) suggested, teachers' emotions and wellbeing have a salient influence on the optimal functioning of educational systems; this was also echoed in other studies (see Zhang et al, 2022).…”

Section: Introductionmentioning

confidence: 66%

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

2023

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We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales’ construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs.

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Section: Introductionmentioning

confidence: 66%

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

2023

Self Cite

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“…This positive orientation is believed to positively influence students’ interest in achieving academic goals in the L2 setting ( Dewaele et al, 2019 ; Zhang et al, 2023 ). Li (2020) highlights a “positive renaissance” in SLA studies over the past decade, prompting a shift from focusing on negative emotions (e.g., boredom and anxiety) to positive emotions (e.g., engagement and grit) ( Resnik and Dewaele, 2020 ; Cheng and Liu, 2022 ; Mystkowska-Wiertelak, 2022 ; Teimouri et al, 2022 ; Zhang et al, 2022 ; Fathi et al, 2023a ). In alignment with this trend, Mercer et al (2018) introduced the concept of “Positive Language Education,” which combines language learning with positive pedagogy, advocating for kindness and compassion to foster wellbeing in the L2 environment ( Mohammad Hosseini et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Testing a mediation model of teacher caring, grit, and student wellbeing in English as a foreign language students

Zhou

2023

Front. Psychol.

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IntroductionThis study delves into the influence of perceived teacher caring on the wellbeing of Chinese English as a Foreign Language (EFL) students, with a specific focus on the potential mediating effect of grit. With a sample size of 748 EFL students hailing from diverse Chinese universities, we aimed to shed light on the connections between perceived teacher caring, student wellbeing, and the mediating factor of grit.MethodsTo address our research questions, we collected data through self-report questionnaires that gauged perceived teacher caring, student wellbeing, and levels of grit. By utilizing structural equation modeling, we were able to rigorously assess both the direct and indirect impacts of teacher caring on student wellbeing.ResultsOur analysis uncovered a noteworthy and positive correlation between perceived teacher caring and student wellbeing. Furthermore, our findings indicated that grit plays a significant mediating role in this relationship. This suggests that students who exhibit higher levels of grit are more inclined to experience heightened levels of wellbeing.DiscussionThe outcomes of this study underscore the significance of nurturing positive teacher-student relationships within the EFL context. The identification of grit as a mediator emphasizes its role in fostering enhanced student wellbeing. These findings collectively emphasize the intertwined nature of teacher caring, grit, and student wellbeing. Educators should consider these insights for their teaching practices, while researchers can use this study as a foundation for further investigations in this domain.

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“…To reduce omitted variable bias (Cinelli & Hazlett, 2020), we included other L2 WTC-relevant explanatory variables in our explanatory model and statistical model, such as demographics (age, educational level, English study duration, English study abroad; Lee, 2018; MacIntyre et al, 2003), IDLE (benefits, frequency, productive IDLE, receptive IDLE; Lee et al, 2021), self-perceived English ability (Lin, 2019), L2 enjoyment (teacher appreciation, personal enjoyment, social enjoyment; Botes et al, 2022), and L2 motivation (ideal L2 self, ought to L2 self; Dörnyei, 2009; Lee & Lee, 2020; Lee & Lu, 2021; Peng, 2015; Zhang et al, 2022).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…L2 WTC, defined as “readiness to enter into discourse at a specific time with a specific person or persons, using an L2” (MacIntyre et al, 1998, p. 547), is a critical precursor of L2 communication (see meta-analysis by Jin & Lee, 2022). Past studies suggest many potential antecedents of L2 WTC: demographics (age and academic year; MacIntyre et al, 2003), informal digital learning of English (IDLE; Lee et al, 2021), ideal/ought-to L2 self (Zhang et al, 2022), L2 enjoyment (Botes et al, 2022), self-perceived English ability (Lin, 2019), and L2 communication anxiety (Zabihi et al, 2021). However, no published study has simultaneously modeled these antecedents and specified their mechanisms for affecting WTC.…”

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confidence: 99%

Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety

Lee,

Chiu

2023

Ann Rev Appl Linguist

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This study proposes and tests a comprehensive model (with demographics, informal digital learning of English, ideal/ought-to L2 self, L2 enjoyment, and self-perceived communication competence) of face-to-face and digital communication anxiety's relationship to willingness to communicate in a second language (L2 WTC) within in-class, out-of-class, and digital contexts. A structural equation model of survey responses from 1,269 Koreans learning English as a foreign language (746 secondary and 523 university students) showed that in all three settings, students with lower anxiety showed greater L2 WTC. Within in-class and out-of-class contexts, students with higher self-perceived English ability had lower face-to-face anxiety, which in turn yielded higher L2 WTC. In digital settings, students with a higher ideal L2 self (i.e., a more positive evaluation of their ability to attain the ideal L2 self) showed less overall anxiety (comprising face-to-face and digital anxieties), which yielded greater L2 WTC. These results suggest that future studies can test whether interventions to lower anxiety can increase L2 WTC across communication venues.

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Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context

Cited by 64 publications

References 72 publications

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Testing a mediation model of teacher caring, grit, and student wellbeing in English as a foreign language students

Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety

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