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Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment.

ABSTRACT: Teacher support encompasses the provision of educational, instrumental, sentimental, or evaluative assistance by a teacher to a student, regardless of the setting. Learning a new language brings with it different ups and downs that may hinder the actual progress of the learners. The journey of learning may be made easier by supportive instructors. During the course of this inquiry, two groups (85 participants in total) including the experimental and control groups were chosen to gauge the influence of Teacher support in virtual instruction on English as a foreign language (EFL) learners' progress, academic immunity, and academic enjoyment. In contrast to the experimental group (EG, n = 42), which had the chance to connect with a teacher in order to ask questions and get feedback plus the off-line education, the control group (CG, n = 44) was subjected to off-line instruction of language input (Top Notch 3). The status of the participants' language growth, immunity, and enjoyment was investigated both before and after the treatment. The findings of independent samples t-tests as well as the multivariate analysis of variance (MANOVA) indicated that learners in EG did much better than their counterparts in CG. In addition, the ramifications and recommendations for potential future directions are analyzed.

SUBMITTER: Huang L

PROVIDER: S-EPMC10913244 | biostudies-literature | 2024 Mar

REPOSITORIES: biostudies-literature

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Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment.

Huang Lan L Al-Rashidi Anwar Hammad AH Bayat Sania S

BMC psychology 20240304 1

Teacher support encompasses the provision of educational, instrumental, sentimental, or evaluative assistance by a teacher to a student, regardless of the setting. Learning a new language brings with it different ups and downs that may hinder the actual progress of the learners. The journey of learning may be made easier by supportive instructors. During the course of this inquiry, two groups (85 participants in total) including the experimental and control groups were chosen to gauge the influe ...[more]

PMID: 38439089

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Project description:College students' learning engagement not only significantly influences their academic performance but also plays a vital role in their future career development. Ensuring that students maintain high levels of engagement is essential for society's goal of cultivating high-quality talent. Therefore, understanding the key factors that drive student engagement is critical for educators as they develop effective strategies to foster this engagement. This study aims to explore the mechanisms behind the relationship between teachers' emotional support and college students' learning engagement, with a focus on the mediating roles of academic self-efficacy and academic resilience. Accordingly, the following hypotheses are proposed: (1) Teacher emotional support positively predicts learning engagement; (2) Academic self-efficacy and academic resilience serve as mediators between teacher emotional support and learning engagement; (3) Academic self-efficacy and academic resilience function as sequential mediators in the relationship between teacher' emotional support and learning engagement. This study utilized a random sampling method to survey 414 eligible college students from a university in western Shandong Province, China. Standardized scales were employed to measure teacher emotional support, learning engagement, academic self-efficacy, and academic resilience. For data analysis, Pearson correlation analysis was performed first, followed by the bias-corrected percentile Bootstrap method. (1) The study detected no significant systematic bias, and the correlations among teacher emotional support, learning engagement, academic self-efficacy, and academic resilience were all statistically significant. (2) Grounded in Self-Determination Theory, this study clarifies the relationship between teacher emotional support and learning engagement. The findings reveal that teacher emotional support positively predicts academic self-efficacy, academic resilience, and learning engagement. Similarly, both academic self-efficacy and academic resilience positively predict learning engagement, with academic self-efficacy also directly and positively predicting academic resilience. Notably, all proposed hypotheses were empirically supported. (3) The indirect effect through academic self-efficacy is 0.085, while the indirect effect through academic resilience is 0.121. Additionally, the combined indirect effect of both academic self-efficacy and academic resilience as sequential mediators is 0.059. (4) The cumulative total of all these indirect effects is 0.265. Based on Self-Determination Theory, we propose a sequential mediation model where teachers' emotional support significantly and positively impacts students' learning engagement, with academic self-efficacy and academic resilience acting as key mediators in this relationship. Additionally, teachers' emotional support enhances students' learning engagement by boosting their academic self-efficacy and reinforcing their academic resilience. These findings offer strong theoretical support for educational practice.

Dataset Information

Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment.

Publications

Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment.

Similar Datasets

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