The predicting role of EFL teachers' immediacy behaviors in students' willingness to communicate and academic engagement

Exploring challenges in academic language-related skills of EFL learners in Chinese EMI settings

Chinese universities have placed increasing emphasis, on incorporating English as a medium of instruction (EMI) courses to enhance their competitiveness both nationally and internationally. However, the successful implementation of these courses requires learners to acquire content knowledge. To promote EMI courses, specific initiatives and policies have been put in place by universities reflecting a trend in the globalization of higher education and the growing demand for English proficiency in academic settings. Despite the attention given to education in Chinese society, many learners are not adequately prepared to overcome challenges associated with EMI classes. This leads to inefficiencies and drawbacks within the educational system. For instance, some learners struggle with understanding subject matter due to language barriers or encounter difficulties fully engaging with course materials because of language related challenges. This study aims to fill a significant research gap by providing a comprehensive exploration of the main challenges faced by learners in the Chinese EMI context and by highlighting the crucial contribution of EMI courses to China's higher education competitiveness internationally. By identifying factors and variables that can predict success in EMI contexts, particularly by studying learners' academic language-related skills as potential predictors of EMI success, this study offers novel insights into the impact of EMI courses on China's position in the global academic arena. A total of 361 male and female EFL learners participated in the study and completed the EMI Challenges Scale. The data analysis, including descriptive statistics and multiple linear regression, revealed that writing, reading, and listening skills significantly predicted success in EMI. Writing emerged as the best predictor, explaining 28.19 % of the variance in EMI success, followed by reading (19.54 %). The results of this study contribute to current debates on international affairs of higher education by not only illustrating the problems students face in EMI courses, but also providing important suggestions for improving the learning environment on EMI language in China. This leads to ongoing debates about the globalization of higher education and the need for English proficiency in academic settings. In addition, the results of this study are useful for teachers and policy makers; it emphasizes the importance of improving EMI learners' writing, reading, and listening skills in EMI learners to enhance their success in academic settings. In particular, they may consider implementing language development programs and provide EMI learners with additional support to improve their writing, reading and listening skills. This study also highlights the need for appropriate support and resources to address the specific language challenges faced by EMI students, paving the way for better instructional strategies and guidelines in Chinese EMI terms.

The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout

With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner's English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 s-year non-English major students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students' effectiveness and learning outcome.

Towards the implications of positive teacher interpersonal behaviors for Spanish learners' academic engagement: Voices from Chinese SFL learners

With the advent of positive psychology in the area of language education, more focus has been placed on the consequences of favorable teacher communication behaviors in language classes. Nonetheless, the function of language instructors' interpersonal behaviors in raising learners' engagement is somehow unknown. Furthermore, to the best of our knowledge, no research study has been carried out in Spanish language classes to explore the function of teacher communication behaviors in learners' engagement. To fill this lacuna, the current inquiry looked into the role of teachers' positive interpersonal factors in Chinese SFL learners' behavioral, cognitive, and emotional engagement. For this purpose, a random sample of 32 SFL learners was chosen to participate in our online interview sessions. The answers of SFL learners to the interview questions were thematically analyzed via MAXQDA software. The thematic analysis findings pointed to the value of teacher communication behaviors in improving SFL learners' engagement. The analysis outcomes also demonstrated the potential of 11 positive interpersonal behaviors (rapport, care, clarity, credibility, confirmation, immediacy, closeness, praise, feedback, respect, and stroke) in increasing Spanish language learners' academic engagement. The practical implications that may emerge from the present study's outcomes are finally discussed.

Modeling the role of rapport and classroom climate in EMI students' classroom engagement

With the globalization of education, an increasing number of studies have been carried out in the English as a medium of instruction (EMI) classes. However, as the review of earlier studies revealed, most of the studies have exclusively focused on the challenges and opportunities of this mode of instruction. That is, few investigations have examined students' classroom behaviors and their determinants in EMI courses. More precisely, limited attention has been dedicated to EMI students' classroom engagement and its potential predictors. Accordingly, studying EMI students' classroom engagement and its personal, interpersonal, and situational predictors seems essential. To respond to this necessity, the present research examined the role of rapport and classroom climate in predicting Chinese EMI students' classroom engagement. In doing this, using random sampling strategy, a total of 416 university students was recruited from Chinese EMI classes. To collect the dataset, an online survey comprising three self-report questionnaires was administered to participants. The results of correlation test and multiple regression analysis divulged positive, significant correlations among rapport, classroom climate, and classroom engagement. The analysis outcomes also displayed that rapport and classroom climate were significant predictors of EMI students' classroom engagement. The study outcomes may have some beneficial and insightful implications for all instructors teaching different academic subjects through English.

Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the new normal of post-COVID-19

Online learning has become increasingly prevalent in the era of digitalization, impacted by both internet penetration and the COVID-19 pandemic. Classroom interaction, as a key factor in evaluating students' learning experience in online settings, has been identified to be associated with their academic achievement. While previous research has underscored the significance of classroom interaction in language learning settings, there is relatively limited research on its relationships with student satisfaction and learning. This research intends to explore classroom interaction and its mediating role in the correlation between student satisfaction and perceived online learning in online contexts. Given this, the paper reports a quantitative-method study that examined how Chinese EFL tertiary students perceived three types of classroom interaction (i.e., learner-learner, learner-instructor, and learner-content), their satisfaction, and its influences on their perceived online learning. Data was collected from 319 Chinese university students through convenience sampling and a self-designed questionnaire, and then analyzed with the help of SPSS. The results showed that: 1) the students had moderately positive perceptions of classroom interaction and online learning, but were neutral about their satisfaction; 2) positive correlations were observed between classroom interaction, student satisfaction, and online learning; and 3) student satisfaction predicted perceived online learning, with classroom interaction partially mediating this relationship. The findings of this research have implications for strengthening the effectiveness of online language teaching in the post-COVID-19 era.

Emotion regulation and well-being as factors contributing to lessening burnout among Chinese EFL teachers

Teachers have come under significant scrutiny due to their pivotal role in educational context and lately, the study of emotion-connected aspects in teachers' education domain has got much attention and experts in this domain proved that emotion is at the center of teaching subjects. Also as teaching is an emotionally challenging occupation, it often results in high levels of stress and consequently burnout which has become a prominent concern in mainstream education in recent years. As the main issue of education, teachers' emotions should be taken into account as their positive emotions and their regulation have been highlighted in the literature. Therefore, the study underscores the critical significance of Chinese English as a foreign language (EFL) teachers' well-being and emotion regulation and their relations to burnout. To fulfill the research objectives, 398 English teachers participated in the assessment of the studied concepts. The findings, analyzed through Structural Equation Modeling (SEM), reveal that both variables significantly contribute to the reduction of job burnout in teachers. This study discusses key findings, implications, and limitations while also offering suggestions for future research directions.

Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

EFL teacher-student interaction, teacher immediacy, and Students' academic engagement in the Chinese higher learning context

The present study was conducted with the aim of determining the role of mediators of teacher-student rapport in the relationship between the teachers' immediacy and academic engagement in EFL contexts. The participants of this correlational study were 285 students of Xinxiang which is an important central city in northern Henan province, China. They (195 females and 90 males) were selected as a convenient sampling. To collect the data, Teacher-Student Rapport Questionnaire (Wilson et al., 2010), Teachers' Immediacy Questionnaire (Gorham, 1988), and Learners' Academic Engagement (Kember & Leung, 2009) were employed. The collected data were analyzed using the Structural Equation Modeling (SEM) method. The results showed that the research model is confirmed in terms of significance and fit indicators, and the variable of teachers' immediacy indirectly affects academic engagement through teacher-student rapport (p < .05). The research findings presented robust evidence supporting a robust and positive correlation between teachers' verbal immediacy and students' engagement. This implies that when educators exhibit clear and expressive communication, it contributes significantly to fostering active involvement and participation among students. Expanding on this insight, the study suggests that the impact of teachers' nonverbal immediacy should not be overlooked. Indeed, nonverbal cues from educators can hold considerable influence in shaping the dynamics of the teacher-student relationship. Furthermore, it is proposed that nonverbal immediacy plays a pivotal role in influencing academic engagement. In essence, both verbal and nonverbal aspects of immediacy contribute synergistically to creating a conducive learning environment, enhancing the teacher-student connection, and ultimately promoting students' academic engagement.

Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents

Burnout impairs English as a foreign language (EFL) learning, while engagement enhances it. However, most relevant studies have focused on college students, neglecting senior high school students. To address this gap, this mixed-methods study used two scales to assess the levels of burnout and engagement among 1234 Chinese senior high school EFL students. We also applied a person-centered approach with a statistical software (Mplus 8.7) to identify their latent profiles. Then, we conducted semi-structured interviews with 30 students and analyzed the data using thematic analysis with a qualitative software (MAXQDA 2022) to investigate the antecedents of their burnout and engagement. The statistical analysis revealed three profiles: high burnout-low engagement (16.0 %), moderate burnout-moderate engagement (61.8 %), and low burnout-high engagement (22.2 %). The profiles were associated with demographic characteristics such as gender, age, and grade. The thematic analysis identified four major antecedents: high academic stress and low academic support for burnout, and high external support and high internal support for engagement. Each major antecedent consisted of several categories and subcategories. This study could inform the design of effective interventions to reduce Chinese EFL students' burnout and increase their engagement.

The interrelationships between Chinese learners' trait emotional intelligence and teachers' emotional support in learners' engagement

BACKGROUND

One noteworthy concern within the realm of education is the level of engagement demonstrated by students. Among the factor that can have a crucial role in this domain is teacher support, especially emotional support which has an impact on several aspects of learners' education. Furthermore, various studies have investigated the relationship between Emotional Intelligence (EI) and learners' engagement.

METHODS

Accordingly, this study investigated the possible role of trait EI and the emotional support of teachers and how these constructs may work to associate learners' engagement. For this objective, a total of 309 Chinese students across different colleges and universities in 5 provinces of Beijing, Shanghai, Jiangsu, Hubei, and Shaanxi were enrolled. They were 126 females and 183 males, with ages ranging from 18 to 30 years old (Mean = 24.6).

RESULTS

The results of this research through running Structural Equation Modeling (SEM) demonstrated that teachers' emotional support and trait EI both can associate students' learning engagement. The final measurement model shows that about 73% of changes in learners' engagement can be associated by their trait EI and teachers' emotional support.

CONCLUSIONS

This study underscores the importance of emotional support from teachers and the trait of EI in relation to students' engagement in learning. Both factors were shown to play a significant role in associating student engagement. Moreover, this study could potentially have wider impacts on members of academic teams.

The role of teacher empathy and immediacy in Chinese EFL students' affective learning outcomes: unveiling the associations

Introduction

The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students' affective learning outcomes is unaddressed in L2 research.

Methods

To fill this gap, three scales were distributed among a sample of 350 Chinese EFL students to see if teachers' empathy and immediacy correlate with and predict students' affective learning outcomes.

Results

The results of correlation analysis revealed strong and positive relationships among teacher empathy, teacher immediacy, and learners' affective learning outcomes. Moreover, the results of multiple regression indicated that Chinese EFL teachers' empathy and immediacy could predict about 65 and 60% of changes in the learners' affective learning outcomes, respectively.

Discussion

Implications of the study for EFL teachers' interpersonal communication skills development and emotional literacy are discussed. Future research trends are also presented at the end of the article.

Modeling the predictive role of music teachers' job commitment and optimism in their sense of self-efficacy

Introduction

Teachers' psychological factors have been argued to influence various aspects of music education. However, scant research has explored the psycho-affective aspects of music teachers' work. To solve this shortage of research, this study examined the predictive role of Chinese music teachers' job commitment and academic optimism in their self-efficacy.

Methods

To this end, 340 music teachers from four universities in Henan Province completed an online survey including three questionnaires.

Results

The results of structural equation modeling (SEM) and regression analysis demonstrated that music teachers' self-efficacy could be positively and significantly predicted by their optimism and job commitment.

Discussion

The study provided implications for music education to pay further attention to the psychology of teaching in this field. Finally, directions for further research are presented to scholars, who are interested in the psycho-emotional side of music education.

The contribution of mindfulness in the association between L2 learners' engagement and burnout

There has been recently a growing interest in L2 learners' engagement as a central factor in their success. However, not all L2 learners are engaged intellectually, passionately, and behaviorally in L2 learning and this can be due to their experience of burnout in language educational settings. On the other hand, L2 learners frequently encounter heightened degrees of burnout because of emotional and behavioral disengagement. To relieve the relationship between engagement and burnout, the influential technique known as mindfulness, as a coping mechanism for enhancing engagement and reducing burnout among L2 learners, has emerged. Given this conceptual model, the purpose of this paper is to argue the mediator role of mindfulness, in light of self-determination and self-control theory, between L2 students' engagement and burnout. A few directions for future inquiries are discussed following this review.

Chinese students' perceptions of social networks and their academic engagement in technology-enhanced classrooms

Using social networks as one of the new instruments of information and communication technologies in recent years has gained popularity. Social networks are used in various political, social, cultural, and educational fields. In education, students increasingly use social networks to create and maintain social relationships and support informal learning methods. The current study investigated the relationship between the use of social networks and academic engagement in Chinese EFL language learners. Using a convenience sampling method, the researcher invited 591 EFL students from Guangdong Province, China to participate in the study. The participants consisted of 307 male learners and 284 female learners, of whom 345 (58.38 %) were B.A., 234 (39.59 %) were M.D. and 2.03 % were Ph.D. To obtain the necessary data, the researcher employed two questionnaires. The researcher distributed the questionnaires that were Social Network Usage Questionnaire and Academic Engagement Questionnaire to the participants. Employing the multivariate regression method and Pearson correlation coefficient in SPSS and Amos, the researcher analyzed the collected data. The results show that there is a significant and positive association between learners' social network usage, their ethnographic factor (age), and their academic engagement. However, other ethnographic factors such as gender and educational level do not affect learners' social networks usage. Also, there is a significant and positive association between the amount of use of social networks for entertainment and components of academic engagement which are cognitive, emotional, and socio-behavioral factors. The use of technology, especially the use of social networks, enhances learners' academic engagement and increases their motivation, energy, and mastering abilities. They provide the ability to easy access for all learners and provide personalized/individual course materials.