Teacher support, academic engagement and learning anxiety in online foreign language learning

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2024-02-26 DOI:10.1111/bjet.13430

Xiaomeng Li, Falian Zhang, Peng Duan, Zhonggen Yu

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引用次数: 0

Abstract

Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions.

Practitioner notes

What is already known about this topic

Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class.
Students will be more engaged in learning when they perceive support from their teachers.
Teacher support was an influential external predictor of students' mood swings.

What this paper adds

The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement.
Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning.
This paper further corroborates the relationship among the presences in the CoI framework.

Implications for practice and/or policy

Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes.
Teachers need to ensure continued intellectual support and provide more emotional support for learners.
Teachers are recommended to deliver feedback that aligns with students' emotional state.

查看原文本刊更多论文

在线外语学习中的教师支持、学术参与和学习焦虑

以往的研究证实了情绪和教师在学生学习中的关键作用，但教师和情绪对学业参与的内在机制仍未得到充分探索。本研究探讨了教师支持在网络课堂外语学习焦虑（FLLA）与学业投入之间的中介作用。415 名中国大学生参与了在线问卷调查。结构方程模型的研究结果表明，教师支持在外语学习焦虑与学业投入之间具有部分中介效应。FLLA直接或通过感知到的教师支持间接地对学业参与度产生了明显的负面影响。通过直接和间接效应，FLLA 可以解释学业投入度 44.8% 的变化，而中介效应占总效应的 47.3%。本文补充的内容结构方程模型显示，教师支持是外语学习焦虑和学业投入之间的部分中介。对实践和/或政策的启示减轻外语学习焦虑和改善教师支持是未来在线课堂有效外语学习的必要条件，教师需要确保持续的智力支持并为学习者提供更多的情感支持，建议教师提供与学生情感状态相一致的反馈。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.