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Solhi M. The Impact of EFL Learners' Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:26. [PMID: 38451332 PMCID: PMC10920431 DOI: 10.1007/s10936-024-10071-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/26/2024] [Indexed: 03/08/2024]
Abstract
The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners' in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners' in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.
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Affiliation(s)
- Mehdi Solhi
- Department of English Language Teaching, School of Education, Istanbul Medipol University, Istanbul, Turkey.
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2
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Moll-Khosrawi P, Küllmei J, Chindris V, Ganzhorn A, Haus JM, Zöllner C, Schulte-Uentrop L. Medical student´s motivational changes during the COVID-19 university lockdown: a mixed-method study. BMC MEDICAL EDUCATION 2024; 24:226. [PMID: 38438991 PMCID: PMC10913361 DOI: 10.1186/s12909-024-05204-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 02/21/2024] [Indexed: 03/06/2024]
Abstract
BACKGROUND During the crucial stage of the COVID-19 pandemic, face-to-face undergraduate medical education was disrupted and replaced with online teaching activities. Based on its emphasized impact on several outcomes, a deeper insight into the pandemic related effects on medical students´ motivation is aspirational. Therefore, this study aimed to assess the motivational changes that took place during the pandemic in medical students and explored, how motivation of medical students is influenced. METHODS Using a mixed method inter-cohort study design, 4th year medical students´ motivation, assessed pre- and post-pandemic were compared. In subsequent qualitative analyses underlying variables that may have contributed to both- medical students´ motivation and pandemic related changes were identified. These variables were then systematically explored- both individually and in combination. In a final step, the results were embedded within the Self-Determination Theory. RESULTS Students who were affected by the university lockdown reported significantly higher levels of less self-determined motivation and amotivation. The qualitative analysis identified determinants that influence medical students´ motivation. The common core of these determinants is lacking social interaction and support, with a great emphasis on the interaction with the lecturer and patients. CONCLUSION This study emphasizes the crucial role of medical educators, patient contact, social interactions and personal support on students´ motivation. Students need to be strengthened in their beliefs about their abilities, the value of their task at hand and receive encouragement in their efforts. All this will result in an increased identification with the task and less detrimental outcomes.
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Affiliation(s)
- Parisa Moll-Khosrawi
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.
| | - Josephine Küllmei
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Viorel Chindris
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Alexander Ganzhorn
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Jan Marcus Haus
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Christian Zöllner
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
| | - Leonie Schulte-Uentrop
- Department of Anaesthesiology, University Medical Centre Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany
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3
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Zhou W, Wu X. The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG. Front Psychol 2024; 15:1332098. [PMID: 38371709 PMCID: PMC10873923 DOI: 10.3389/fpsyg.2024.1332098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Accepted: 01/17/2024] [Indexed: 02/20/2024] Open
Abstract
With the popularity of learning vocabulary online among English as a Foreign Language (EFL) learners today, educators and researchers have been considering ways to enhance the effectiveness of this approach. Prior research has underscored the significance of contextual clues in vocabulary acquisition. However, few studies have compared the context provided by instructional materials and that generated by learners themselves. Hence, this present study sought to explore the impact of internal-generated contextual clues in comparison to those provided by instructional materials on EFL learners' online vocabulary acquisition. A total of 26 university students were enrolled and underwent electroencephalography (EEG). Based on a within-subjects design, all participants learned two groups of vocabulary words through a series of video clips under two conditions: one where the contexts were externally provided and the other where participants themselves generated the contexts. In this regard, participants were tasked with either viewing contextual clues presented on the screen or creating their own contextual clues for word comprehension. EEG signals were recorded during the learning process to explore neural activities, and post-tests were conducted to assess learning performance after each vocabulary learning session. Our behavioral results indicated that comprehending words with internal-generated contextual clues resulted in superior learning performance compared to using context provided by instructional materials. Furthermore, EEG data revealed that learners expended greater cognitive resources and mental effort in semantically integrating the meaning of words when they self-created contextual clues, as evidenced by stronger alpha and beta-band oscillations. Moreover, the stronger alpha-band oscillations and lower inter-subject correlation (ISC) among learners suggested that the generative task of creating context enhanced their top-down attentional control mechanisms and selective visual processing when learning vocabulary from videos. These findings underscored the positive effects of internal-generated contextual clues, indicating that instructors should encourage learners to construct their own contexts in online EFL vocabulary instruction rather than providing pre-defined contexts. Future research should aim to explore the limits and conditions of employing these two types of contextual clues in online EFL vocabulary learning. This could be achieved by manipulating the quality and understandability of contexts and considering learners' language proficiency levels.
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Affiliation(s)
- Weichen Zhou
- School of Teacher Education, Shaoxing University, Shaoxing, China
| | - Xia Wu
- Department of Psychology, Shaoxing University, Shaoxing, China
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Zhang X, Dai S, Ardasheva Y, Hong Y. Relationships Among English Language Proficiency, Self-efficacy, Motivation, Motivational Intensity, and Achievement in an ESP/EAP Context. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2023; 52:3019-3038. [PMID: 37976005 DOI: 10.1007/s10936-023-10034-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/25/2023] [Indexed: 11/19/2023]
Abstract
This study, the first of the kind in the field of English for specific purposes, examined direct and indirect relationships among English language proficiency, English public speaking (EPS) motivation, motivational intensity, self-efficacy, and EPS achievement. The sample consisted of 189 non-English-major students. The final structural equation model yielded an acceptable fit to the data and explained 23.4% of the variance in EPS achievement. English language proficiency and EPS self-efficacy had both direct and indirect (via, respectively, self-efficacy and motivational intensity) impacts on EPS performance. Ought-to self emerged as the strongest contributor to explaining motivation (R2 = .90), followed by learning experience (R2 = .57), and ideal self (R2 = .32). Implications are discussed.
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Affiliation(s)
- Xue Zhang
- Instruction, Clover Park Technical College, Lakewood, WA, 98499, USA
| | - Shenghai Dai
- College of Education, Washington State University, Pullman, WA, 99163, USA
| | - Yuliya Ardasheva
- College of Education, Washington State University, Tri-Cities, Richland, WA, 99354, USA
| | - Yiming Hong
- School of Foreign Languages, Hangzhou City University, Hangzhou, 310015, China.
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5
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Oubibi M, Chen G, Fute A, Zhou Y. The effect of overall parental satisfaction on Chinese students' learning engagement: Role of student anxiety and educational implications. Heliyon 2023; 9:e12149. [PMID: 36895336 PMCID: PMC9988470 DOI: 10.1016/j.heliyon.2022.e12149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 09/27/2022] [Accepted: 11/29/2022] [Indexed: 12/14/2022] Open
Abstract
Learning engagement is one of the important research contents of learning psychology. The level of learning engagement directly affects students' academic performance and future development. Based on the survey data of primary and secondary school parents and students collated at the beginning of 2019, control factors such as students' gender, school location, parents' education level, total annual family income, parental rearing methods, etc. The study found that parental overall satisfaction can significantly and positively predict students' learning engagement. Mediation effect analysis found that students' anxiety completely mediated the effect on parental overall satisfaction and students' learning engagement. Cultivate good parent-child relationships; Establish positive teacher-student relationships; Build a harmonious relationship with classmates. Families and schools should work together to create an atmosphere conducive to the healthy growth of students.
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Affiliation(s)
- Mohamed Oubibi
- College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua, 321004, China.,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, 321004, China
| | - Gaoyu Chen
- College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua, 321004, China
| | - Antony Fute
- College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua, 321004, China
| | - Yueliang Zhou
- College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua, 321004, China.,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, 321004, China
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6
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Sun PP. The Influence of Cognitive, Affective, and Sociocultural Individual Differences on L2 Chinese Speech Performance: A Multiple Indicators Multiple Causes Approach. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2023; 52:217-239. [PMID: 35182305 DOI: 10.1007/s10936-022-09847-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/27/2022] [Indexed: 06/14/2023]
Abstract
Informed by Segalowitz's (Cognitive bases of second language fluency, Routledge, 2010) L2 speech production model and MacIntyre et al.'s (Mod Lang J 82(4):545-562, 1998. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x ) L2 willingness to communicate model, this study sought to understand the influence of cognitive, affective and sociocultural individual differences on advanced learners' L2 Chinese speech performance. A total of 240 advanced L2 Chinese learners in China participated in the study. The participants' perceptions of the impact of cognitive, affective, and sociocultural factors on their L2 Chinese speech performance were measured by an adapted questionnaire. A speaking test, following the Hanyu Shuiping Kouyu Kaoshi (HSKK, an international standardized L2 Chinese speaking proficiency test for non-native speakers), was employed to evaluate the participants' L2 Chinese speech performance. The results of multiple indicators multiple causes (MIMIC) analysis show that (1) cognitive factors such as cognitive fluency, expression practice strategy, and assistance strategy, (2) affective factors such as speaking self-efficacy, speaking anxiety, and speaking motivation, and (3) sociocultural factors such as attitudes toward target language class and attitudes toward target language culture jointly influence advanced L2 Chinese learners' speech performance. Results and implications of the present study are discussed for enhancing learners' L2 Chinese speech performance.
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Affiliation(s)
- Peijian Paul Sun
- Department of Linguistics, Zhejiang University, 866 Yuhangtang Rd., Xihu District, Hangzhou, 310058, China.
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7
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Qiu X, Xu J. Defining Oracy: Second Language Listening and Speaking Motivation in Higher Education and the Role of Demographic Factors. Psychol Rep 2023; 126:332-360. [PMID: 34787510 DOI: 10.1177/00332941211054775] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Since listening and speaking are two integral skills for effective second language (L2) communication, enhancing learners' motivation to listen to and speak in the target language will engage them in the learning process, eventually leading to improvements in these two skills. Yet despite its importance, L2 listening and speaking motivation is underexplored in the current literature. Drawing on self-determination theory, this study adapted, validated, and administered one L2 listening motivation scale and one L2 speaking motivation scale to 863 undergraduate students from different regions of China. Correlation analysis, confirmatory factor analysis, and inferential statistical analyses (e.g., ANOVA) were used to compute the data. The results revealed that the learners were both intrinsically and extrinsically motivated to listen to and speak in English. A strong association between L2 listening motivation and speaking motivation was observed. Furthermore, gender, geographical, and disciplinary differences were found in the two kinds of motivation, and overseas experience also affected the learners' motivation. The results provide insights into L2 learner motivation in specific linguistic domains and yield pedagogical implications for L2 teaching and learning.
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Affiliation(s)
- Xuyan Qiu
- School of Education and Languages, Hong Kong Metropolitan University, Kowloon, Hong Kong SAR, China
| | - Jian Xu
- School of Business English, 12437Sichuan International Studies University, Chongqing, China
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8
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How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09744-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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9
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Hong JC, Tai KH, Hwang MY, Lin CY. Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing. Front Psychol 2022; 13:1060421. [DOI: 10.3389/fpsyg.2022.1060421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Accepted: 10/24/2022] [Indexed: 11/17/2022] Open
Abstract
Social comparison is a mind-altering determinant that affects students’ learning behavior. To understand the effect, three instructional approaches to teaching Chinese writing skills were designed and implemented in this study: (1) The No Comparison Group (NCG): students were asked to complete compositions on their own; (2) The Upward Comparison Group (UCG): superior composition examples were provided and the students were asked to write compositions on the same topics; and (3) The Downward Comparison Group (DCG): inferior examples were provided for students to critique. Taiwanese junior high school ninth graders participated in three groups, and wrote compositions on six themes. The results revealed that the Chinese composition writing (CCW) skills of the students in the UCG and DCG improved significantly more than those of the students in the NCG. Composition-prompted cognitive anxiety in the DCG declined substantially. The results imply that adopting upward and downward comparisons for students to practice Chinese composition is worth adopting in writing lessons.
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10
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Wang Y, Liu H. The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners. Front Psychol 2022; 13:992279. [PMID: 36324789 PMCID: PMC9620717 DOI: 10.3389/fpsyg.2022.992279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 09/26/2022] [Indexed: 12/02/2022] Open
Abstract
For several decades, there has been an increase in studies on second language motivation, one of the most salient topics in individual difference research in second language acquisition, guided by theories and methods from related fields. Self-determination theory (SDT) is one of the most influential theories to provide a comprehensive framework for investigating language learning motivation. To date, numerous SDT-related studies have been performed to explore ways to develop more self-determined types of motivation. However, research on the relationship between self-determined types of motivation and other psychological variables has been limited. To address this gap, the present study investigated the complex relationships between autonomous motivation, buoyancy, boredom, and engagement in a sample of 561 Chinese senior high school English as a foreign language (EFL) learners. Data were collected through a composite questionnaire measuring students’ autonomous motivation, buoyancy, boredom, and engagement in EFL learning. Chain mediation analysis was used to test the complex relationships among these variables. The results show that autonomous motivation directly affected student engagement in EFL learning and autonomous motivation also indirectly affected student engagement in EFL learning through the separate mediation of buoyancy and boredom in EFL learning as well as the chain mediation of both mediators. The results support SDT and offer some pedagogical implications for teachers and educators.
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Affiliation(s)
- Ying Wang
- School of Foreign Languages, Northeast Normal University, Changchun, China
| | - Honggang Liu
- School of Foreign Languages, Soochow University, Suzhou, China
- *Correspondence: Honggang Liu,
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11
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Gao L, Liu H. Revisiting students’ foreign language learning demotivation: From concepts to themes. Front Psychol 2022; 13:1030634. [PMID: 36262439 PMCID: PMC9574327 DOI: 10.3389/fpsyg.2022.1030634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Accepted: 09/15/2022] [Indexed: 11/13/2022] Open
Abstract
Demotivation is a common psychological phenomenon in foreign language learning. Having a good understanding of learners’ foreign language learning demotivation is conducive to enriching the fruits of psychological research on foreign language learning theoretically and practically by exploring effective ways to improve learners’ foreign language learning motivation. Therefore, this study entails an analysis of the selected literature from 2001 to 2021 to interpret the concept of foreign language learning demotivation, illustrate the research topics from the classification of demotivators and their relationships with other psychological factors, and fully describe the research methods and participants. Future research should expand theoretical perspectives, include more participants of different grades, and adopt multiple research methods.
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Affiliation(s)
- Lixiang Gao
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Honggang Liu
- School of Foreign Languages, Soochow University, Suzhou, China
- *Correspondence: Honggang Liu,
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12
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Tang Y, Hu J. The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Front Psychol 2022; 13:985859. [PMID: 36160570 PMCID: PMC9489840 DOI: 10.3389/fpsyg.2022.985859] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Accepted: 08/09/2022] [Indexed: 11/13/2022] Open
Abstract
Student demotivation with English as a medium of instruction has attracted increased attention of scholars, particularly in those countries where it is taught as a second or foreign language. While there is a consensus that proficiency in English brings several benefits, it is found that students are demotivated to learn in English. As a result, many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on disappointment theory, this study aims to investigate why and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions (i.e., disappointment with English as a medium of instruction), which in turn demotivates Chinese students with English as a medium of instruction. This study has adopted a cross-sectional research design. The data were collected through a self-administered questionnaire survey from Chinese students (n = 428) studying in different universities in China. The hypothesized relationships were tested through PLS-based SEM by using Warp-PLS 7.0 software. The findings show that teachers' discouraging attitudes and discouraging teaching approaches are important determinants of student demotivation with English as a medium of instruction. The results also confirm that student disappointment is an important underlying mechanism in the relationship between exogenous and endogenous variables. This study contributes to the literature on student demotivation with English as a medium of instruction by superficially identifying teacher-related factors in China, which were previously overlooked. The implications of this study are that the university administration should monitor the attitude of the teachers toward English, as well as their teaching approaches, in order to curb any potential threat to student motivation. The administration should train the teachers on how to show a positive attitude and follow encouraging teaching approaches. In this way, students' disappointment with the English language and teaching methodology can also be overcome, which will ultimately increase their motivation with English as a medium of instruction in universities.
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Affiliation(s)
- Yeyao Tang
- School of Digital Economics, Trade and Management, Chengdu Textile College, Chengdu, China
| | - Jifan Hu
- W. P. Carey School of Business, Arizona State University, Tempe, AZ, United States
- *Correspondence: Jifan Hu
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13
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Wang J, Pan L. Role of Resistance to Innovation, Lack of Intercultural Communication, and Student Interest on the Student Demotivation Results Towards the English Education System. Front Psychol 2022; 13:922402. [PMID: 35846625 PMCID: PMC9285894 DOI: 10.3389/fpsyg.2022.922402] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 05/19/2022] [Indexed: 11/24/2022] Open
Abstract
Recently, second-language learning success depends upon the students' interest and motivation by adopting innovations that require regulators' and new researchers' emphasis. Hence, this article explores the role of resistance to innovation, lack of intercultural communication, and students' interest on the students' demotivation. The article also examines the mediating role of students' demotivation among resistance to innovation, lack of intercultural communication, lack of students' interest, and failure of the English education system in China. This study has gathered the data using survey questionnaires and analyzed the collected data using smart-PLS. The results exposed that the resistance to innovation, lack of intercultural communication, and students' interest have a significant and positive linkage with students' demotivation. The findings also indicated that students' demotivation significantly mediates among resistance to innovation, lack of intercultural communication, lack of students' interest, and failure of the English education system in China. This study guides the policymakers to develop the policies related to improving the English education system in China using innovation that enhances students' interest and motivation. JEL Classifications O31, O32, H75.
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Affiliation(s)
- Jin Wang
- Department of Foreign Languages, Xinzhou Normal University, Xinzhou, China
| | - Lei Pan
- School of International Education, Hainan Medical University, Haikou, China
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14
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Zhang C, Zhang W. The Impact of Academic Procrastination on Second Language Writing: The Mediating Role of L2 Writing Anxiety. Front Psychol 2022; 13:851120. [PMID: 35602672 PMCID: PMC9116462 DOI: 10.3389/fpsyg.2022.851120] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2022] [Accepted: 04/14/2022] [Indexed: 11/13/2022] Open
Abstract
Recently, there has been a surge of interest in the exploration of psychological properties in a second language context. Considerable literature has grown up around the influence of these psychological properties on L2 writing specifically. However, the impact of academic procrastination, which is an important psychological property, has been understudied and it remains unclear how affective factors in L2 might play a role in the above potential influence on L2 writing. Therefore, the current study explored the impact of academic procrastination on L2 writing and examined the mediating role of L2 writing anxiety, by adopting text readability as an innovative approach to assessing L2 writing performance. Participants were 55 Chinese speakers of L2 English. By utilizing the collected questionnaire data and the readability indicators of the L2 writing task, the current research conducted correlation analysis, regression analysis, and structural equation modeling analysis. The results revealed that academic procrastination had a significant negative impact on the readability indicator of Flesch-Kincaid Grade Level in L2 writing. L2 writing anxiety played a complete mediating role in the impact. Academic procrastination can significantly affect Flesch-Kincaid Grade Level of L2 writing indirectly through L2 writing anxiety. Pedagogical implications and future studies were discussed.
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Affiliation(s)
- Chen Zhang
- College of Foreign Languages, Nankai University, Tianjin, China
| | - Wenzhong Zhang
- College of Foreign Languages, Nankai University, Tianjin, China
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15
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The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03045-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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16
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Ma Y. On the Relationship Between English as a Foreign Language Learners' Positive Affectivity, Academic Disengagement, and Communication Apprehension. Front Psychol 2022; 12:828873. [PMID: 35242070 PMCID: PMC8885619 DOI: 10.3389/fpsyg.2021.828873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2021] [Accepted: 12/21/2021] [Indexed: 11/18/2022] Open
Abstract
This review tends to investigate the related studies on the relationships among positive affectivity as a type of positive psychology construct and academic disengagement and communication apprehension (CA) as two types of negative emotions. The negative correlations among CA, disengagement, and positive affectivity like enjoyment have been verified in the review of the literature. Moreover, little research has been done on the relationship between academic disengagement and CA. The studies showed that some factors such as encouraging teaching methodologies, positive classroom context, exciting and challenging classroom tasks can act as mediators in the relationship between positive affectivity and CA. In the end, the pedagogical implications are explicated to foster the language learning quality and to develop a language educational system. Suggestions for further research are provided to develop the existent literature on the relationship between English as a foreign language (EFL) learners’ academic disengagement, CA, and their positive affectivity.
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Affiliation(s)
- Yuxia Ma
- English Department, School of Foreign Languages and Cultures, Chengdu University, Chengdu, China
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17
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Zhang H, Han X. Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students. Front Psychol 2021; 12:709023. [PMID: 34733201 PMCID: PMC8558255 DOI: 10.3389/fpsyg.2021.709023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Accepted: 09/13/2021] [Indexed: 11/23/2022] Open
Abstract
The purpose of this study is to improve the English learning anxiety and learning effect for middle school students. From the perspective of educational psychology, the influence of vocalized reading practice on the English learning of students is studied based on the self-efficacy theory and the schema theory. To encourage the students to practice English, the study might solve the problem of insufficient opportunities by applying the artificial intelligence (AI) chat system to the oral English practice of the students. Several research hypotheses are put forward, which concern the correlation between the English learning anxiety of the students with their self-efficacy, topic familiarity, and English grades under vocalized reading practice. Then, the hypotheses are verified through a controlled trial and a questionnaire survey (QS). Afterward, the experimental and QS data are statistically analyzed and tested with a regression model. The results show that the English grades, self-efficacy, and topic familiarity of the students have been significantly improved in the experimental group after the vocalized reading practice. The significance coefficient of the regression model is P = 0.000 < 0.05, which can be used to verify the proposed hypotheses. The English grades, self-efficacy, and topic familiarity can well-predict the English learning anxiety of the students. The computer simulation in educational communication (CSIEC) teaching system and AI can help create an interactive learning environment for the students to practice oral English by chatting with AI robots.
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Affiliation(s)
- Hongyan Zhang
- Second Language Acquisition, Translation Theory and Practice, Zhoukou Normal University, ZhouKou, China
| | - Xianghua Han
- Second Language Acquisition, Henan Finance University, Zhengzhou, China
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Alotumi M. EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study. Heliyon 2021; 7:e06664. [PMID: 33889776 PMCID: PMC8050000 DOI: 10.1016/j.heliyon.2021.e06664] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Revised: 03/09/2021] [Accepted: 03/29/2021] [Indexed: 11/25/2022] Open
Abstract
Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.
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Affiliation(s)
- Mohialdeen Alotumi
- Department of English, Faculty of Languages, Sana'a University, Sana'a, Yemen
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