{"title":"Teacher support, academic engagement and learning anxiety in online foreign language learning","authors":"Xiaomeng Li, Falian Zhang, Peng Duan, Zhonggen Yu","doi":"10.1111/bjet.13430","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <div>\n \n <div>\n \n <h3>Practitioner notes</h3>\n <p>What is already known about this topic\n\n </p><ul>\n \n <li>Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class.</li>\n \n <li>Students will be more engaged in learning when they perceive support from their teachers.</li>\n \n <li>Teacher support was an influential external predictor of students' mood swings.</li>\n </ul>\n <p>What this paper adds\n\n </p><ul>\n \n <li>The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement.</li>\n \n <li>Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning.</li>\n \n <li>This paper further corroborates the relationship among the presences in the CoI framework.</li>\n </ul>\n <p>Implications for practice and/or policy\n\n </p><ul>\n \n <li>Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes.</li>\n \n <li>Teachers need to ensure continued intellectual support and provide more emotional support for learners.</li>\n \n <li>Teachers are recommended to deliver feedback that aligns with students' emotional state.</li>\n </ul>\n </div>\n </div>\n </section>\n </div>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.7000,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/bjet.13430","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
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