Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Modeling the Interaction between Teacher Credibility, Teacher Confirmation, and English Major Students' Academic Engagement: A Sequential Mixed-Methods Approach

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Yongliang Wang (ORCID Yongliang Wang (ORCID 0000-0002-4672-8481); Mariusz Kruk (ORCID Mariusz Kruk (ORCID 0000-0001-5297-1966)
  • اللغة:
    English
  • المصدر:
    Studies in Second Language Learning and Teaching. 2024 14(2):235-265.
  • الموضوع:
    2024
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • معلومة اضافية
    • Availability:
      Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
    • Peer Reviewed:
      Y
    • المصدر:
      31
    • Education Level:
      Higher Education
      Postsecondary Education
    • الموضوع:
      Learner Engagement; English (Second Language); Second Language Learning; Second Language Instruction; Credibility; Teacher Student Relationship; Asians; Majors (Students); Undergraduate Students; Student Attitudes; Correlation; Prediction; Language Teachers; Rating Scales; Foreign Countries
    • الموضوع:
      China
    • الموضوع:
      Utrecht Work Engagement Scale
    • ISSN:
      2083-5205
      2084-1965
    • نبذة مختصرة :
      Adopting a sequential mixed-methods approach, the current inquiry examined English major students' perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were invited to take part in interview sessions as well. The inspection of the correlations between the constructs indicated a strong association between student academic engagement and teacher confirmation as well as a close connection between student academic engagement and teacher credibility. This showed that the academic engagement of Chinese EFL students is tied to these teacher interpersonal behaviors. The contribution of teacher confirmation and credibility to Chinese EFL students' academic engagement was also examined using path analysis, which demonstrated that Chinese EFL students' academic engagement was predicted by teacher credibility and confirmation. Additionally, the interview outcomes proved the integral role of these two communication behaviors in increasing Chinese students' engagement. Findings may have some noteworthy implications for teacher educators and language instructors.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2024
    • الرقم المعرف:
      EJ1435447