Earticle

현재 위치 Home

Research Article

The Relationship between Chinese Undergraduate EFL Learners’ Perceived Teacher Support and Learning Engagement

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.21 No.3 (2024.09)바로가기
  • 페이지
    pp.570-585
  • 저자
    Tianhao Li
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A456297

※ 기관로그인 시 무료 이용이 가능합니다.

4,900원

원문정보

초록

영어
This study investigated the influences of teacher support on English as a Foreign Language (EFL) learners’ engagement. 567 Chinese undergraduates were recruited and completed a battery of questionnaires. The quantitative results showed that the participants reported medium to high levels of perceived teacher support and English learning engagement. No significant gender differences were found in the participants’ perceived teacher support and engagement. The structural equation modeling results revealed that informational support positively predicted behavioral, emotional, and cognitive engagement; appraisal support imposed positive predictive effects on behavioral engagement. These findings indicate the significance of providing appropriate support to EFL students and offer insights to enhance students’ learning engagement.
중국어
本研究调查了教师支持对英语作为外语（EFL）学习者参与度的影响。研究招募了567名中国本科生，他们填写了一系列问卷。定量结果显示，参与者报告了中等到较高水平的教师支持感知和英语学习参与度。研究发现，参与者在教师支持和学习参与度方面没有显著的性别差异。结构方程模型结果揭示，信息支持对行为、情感和认知参与有正向预测作用；而评估支持对行为参与具有正向预测效应。这些发现表明了EFL学生提供适当支持的重要性，并为提升学生的学习参与度提供了启示。

목차

Abstract
중문초록
Introduction
Literature Review
Teacher Support
L2 Engagement
Teacher Support and L2 Engagement
Research Questions
Method
Context
Participants
Instruments
Data Collection
Data Analysis
Results
Levels of Perceived Teacher Support and Learning Engagement
Gender Differences in Perceived Teacher Support and Learning Engagement
Influences of Perceived Teacher Support on Learning Engagement
Discussion
Levels of Perceived Teacher Support and Learning Engagement
Gender Differences in Perceived Teacher Support and Learning Engagement
Influences of Perceived Teacher Support and Learning Engagement
Conclusion
The Author
References

키워드

teacher support L2 engagement informational support appraisal support

저자

  • Tianhao Li [ Tsinghua University ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.21 No.3

    피인용수 : 0건 (자료제공 : 네이버학술정보)

    함께 이용한 논문 이 논문을 다운로드한 분들이 이용한 다른 논문입니다.

      출처 : 네이버학술정보

        0개의 논문이 장바구니에 담겼습니다.

        페이지 저장
        소속기관 조회
        이용자님의 소속기관(단체)이 서비스에 가입되어 있는지 확인해 보십시오.
        기관회원에 소속되어 있는 이용자는 원문을 무료로 이용할 수 있습니다.