The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior

Sadoughi, Majid; Hejazi, S. Yahya

doi:10.1007/s12144-022-03045-7

Cited by 38 publications

(21 citation statements)

References 91 publications

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“…Moreover, enjoyment was significantly correlated with academic engagement, indicating that when students are in control of their language learning and feel enjoyable, they are more likely to participate in classroom activities. This is in accord with the finding of Sadoughi and Hejazi’s (2022) study, which also found a positive relationship between enjoyment and academic engagement. Positive emotions can provide students with energy for language learning ( Zhang L. J. et al, 2022 ).…”

Section: Discussionsupporting

confidence: 92%

Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators

Zhao

Yang²

2022

Front. Psychol.

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As an important contextual factor influencing various aspects of students’ learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students’ academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.

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Section: Discussionsupporting

confidence: 92%

Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators

Zhao

Yang²

2022

Front. Psychol.

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“…Research has found that engagement is crucial for meaningful learning, learning efficiency, academic achievement (Dornyei, 2019;Hiver et al, 2021a;Hiver et al, 2021b;Lei et al, 2018;Woodruff, 2021), but it depends on a number of situational and individual factors, such as motivation (Reinders & Nakamura, 2022). Motivation and engagement are intrinsically connected as motivated learning behavior can influence task engagement (Sadoughi & Hejazi, 2022). Similar to motivation, engagement was a theme that emerged from the data as a result of the game and game structured course.…”

Section: Motivation and Engagement In Second Language Acquisitionmentioning

confidence: 94%

Gamification as a Course Organizing Principle in Second Language Curricula

Rutté¹,

Lopez²

2022

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Gamification within courses has offered great opportunities for students to engage further into the course material. Traditionally, gamification is used with one or two elements of a course. This study investigated full course gamification of a Second Language (L2) classroom, which has not been explored heavily within research. The researchers used a constructivist grounded theory methodology to deepen the understanding of the student perception and possible impact of a full course gamification. Course curriculum, including textbook and assignments, remained the same for the 71 students enrolled in the L2 classes. The pedagogical approach to the course organization was gamified. Participants responded to open-ended questionnaires at the beginning and end of the course. The data from the questionnaire was coded line by line to deduce categories and then themes. Overall, students experienced higher levels of mastery learning, engagement, motivation, and lower levels of stress. This study demonstrates successful implementation of gamification as a course organizing principle, which should continue to be explored in future research.

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“…Since the outbreak of COVID-19, studies have investigated learners' engagement in foreign language learning in emergency online courses [49,[54][55][56]. Sadoughi and Hajazi [54] reported that teacher support significantly positively influences EFL students' engagement, which in turn supports effective online learning. Similar findings were also reported by Luan et al [49] who highlighted peer support as an additional factor influencing student engagement.…”

Section: Student Engagementmentioning

confidence: 99%

Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning

Fan

Tian

2022

Sustainability

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The outbreak of COVID-19 has forced Chinese international education to move online. An emerging number of studies have been published on online teaching and learning during the pandemic, few of which, however, focus on international students in China. This study examined the predictive effects of an online learning environment and student engagement on international students’ learning of Chinese as a foreign language (CFL). Self-reported data were collected in an online questionnaire survey involving 447 international CFL students at eight universities located in different geographical regions in China. Descriptive statistics revealed the participants’ favorable perceptions of an online learning environment, student engagement and Chinese learning achievement. The results of multiple linear regression revealed that three online learning environment factors, i.e., course accessibility, student interaction, course organization, and student engagement exerted significant positive effects on Chinese learning achievement. The implications of the study are discussed for the sustainable enhancement of the online learning environment to improve international students’ online language learning.

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The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior

Cited by 38 publications

References 91 publications

Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators

Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators

Gamification as a Course Organizing Principle in Second Language Curricula

Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning

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