scholarly journals Examining the Role of Teachers’ Stroking Behaviors in EFL Learners’ Active/Passive Motivation and Teacher Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Reza Pishghadam ◽  
Ali Derakhshan ◽  
Haniyeh Jajarmi ◽  
Sahar Tabatabaee Farani ◽  
Shaghayegh Shayesteh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interpersonal Communication ◽  
Structural Equation ◽  
Foreign Language Learning ◽  
Equation Modeling ◽  
Communication Behaviors ◽  
Professional Success ◽  
Teacher Success ◽  
Predictor Of Success

Due to the important role that teachers’ professional success plays in the effectiveness of their students and the education system in which they are involved, the present study investigated whether teacher stroke can predict teacher success through the mediation of students’ active and passive motivation. For this aim, a group of 437 Iranian university English as a Foreign Language (EFL) students were targeted to respond to the teacher success, teacher stroke, and student motivation questionnaires. The main results of the study, obtained through running correlation and structural equation modeling (SEM), were first, while positive stroke showed a positive correlation with teacher success, it did not directly predict success; yet mediated by active motivation, it was a positive predictor of success; second, while teacher success had no significant relationship with total motivation, it was positively correlated with active and passive motivation, separately; third, in terms of gender differences, for the female participants, stroke, mediated by active motivation, was a better predictor of teacher success; fourth, high scores in positive, verbal, and conditional stroke were in association with high scores in active motivation, which significantly predicted teacher success. Based on the results, it can be concluded that teacher stroke, as an instance of positive teacher interpersonal communication behaviors, increases students’ active motivation for foreign language learning, which in turn results in their higher perceptions of English teachers’ professional success.

EFL Learners' Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach

2017 ◽  
Vol 6 (7) ◽  
pp. 161
Author(s):  
Zahra Sharifi Feriz ◽  
Khalil Motallebzadeh ◽  
Ma'ssoumeh Bemani Naeini
Keyword(s):  
Structural Equation Modeling ◽  
Foreign Language ◽  
Language Learning ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Reliability And Validity ◽  
Equation Modeling ◽  
English Language Learning ◽  
Home Culture

The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive) are positive and significant predictors of students' western attachment. From three subscales of attitude, only behavioral attitude is negative and significant predictors of students' religious attachment. In addition, Iranian attachment is influenced by cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significant predictor of students' cultural attachment. It is also found that, artistic attachment is influenced by behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.

scholarly journals THE ROLE OF LEARNERS’ TEST PERCEPTION IN CHANGING ENGLISH LEARNING PRACTICES: A CASE OF A HIGH-STAKES ENGLISH TEST AT VIETNAM NATIONAL UNIVERSITY, HANOI

2020 ◽  
Vol 35 (6) ◽  
Author(s):  
Nguyen Thuy Lan ◽  
Nguyen Thuy Nga
Keyword(s):  
Factor Analysis ◽  
Language Learning ◽  
Structural Equation ◽  
Real Life ◽  
Foreign Language Learning ◽  
Equation Model ◽  
Equation Modeling ◽  
High Stakes ◽  
Learning Content ◽  
National University

Among various factors influencing foreign language learning, learners’ perception of a high-stakes language test plays a crucial part, especially when the test serves as a threshold for their university graduation.  In this study, the researcher tested a washback effect model by focusing on test-takers’ perception of the high-stakes test VSTEP in terms of test familiarity, test difficulty and test importance. On a sample of 751 Vietnamese learners of English at Vietnam National University, structural equation model was employed to validate the conceptual model. The analytical methods of Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for analysis. Our empirical findings revealed that VSTEP seems to have had a pervasive impact on the participating students. Senior students’ evaluations of VSTEP acted as the largest factor in constituting the participants’ perception of VSTEP. There are positive links between test pressure and test familiarity with students' goal setting and study planning as well as their selection of learning content and materials. Meanwhile, the pressure from the test had no effect on students’ seeking opportunities to practice with foreigners, and test familiarity did not influence students’ choice of study methods and exam preparing strategies. The emerging patterns from the data also suggested that participating students preferred test-oriented learning content and activities at the cost of interactive English practices for real-life purposes.

Research on Strategic Communication Analysis of Interpersonal Communication

2020 ◽  
Vol 7 (9) ◽  
pp. 119-134
Author(s):  
Hua Shen ◽  
Tianchen Ma
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Language Learning ◽  
Interpersonal Communication ◽  
Foreign Language Learning ◽  
Strategic Communication ◽  
Social Utility ◽  
Communication Analysis ◽  
Study Results ◽  
Postgraduate Studies

In this paper, we have discussed interpersonal communication. Basically, communication is strategic when behaviors (utterances, nonverbal displays) are formulated in a particular way because it is projected that they will have social utility. And Strategic interpersonal communication assumes certain characteristics that are common to behavior. As Communication is a vehicle that organizations should use to initiate, develop, maintain, and repair mutually productive organization- public relationships. We discusses many aspects of Strategic Interpersonal Communication such as its multi-dimensions, Relationship negotiation and Interpersonal Communication and Public Relations. In methodology section we have carried out study. This study was intended to recognize and measure the perceptions of sophomore and junior semester college students toward feelings of anxiety experienced throughout foreign language learning as measured by the FLCAS scale. This study results that anxiety in foreign language university students by diminishing their indifference and disinterest in the curriculum that is distinct to their needs, educators have to give meaningful content that is similar to their particular disciplines. An instance of this approach would be to expand curricula for professional disciplines, such as health career, business, science and technology, and law, and diversely curricula for educational purposes, for example, for students majoring in the language or for those practicing their undergraduate or postgraduate studies out of the country.

scholarly journals Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis

2021 ◽  
pp. 136216882110115
Author(s):  
Kaiqi Shao ◽  
Brian Parkinson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Structural Equation ◽  
Value Theory ◽  
Self Report ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Mediation Effects ◽  
Achievement Emotions ◽  
Efl Classrooms

Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students’ perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from 103 seventh to ninth grade classrooms ( n = 3,643) using self-report questionnaires. Doubly latent multilevel structural equation modeling showed that perceived peer enjoyment, anxiety and boredom, and students’ corresponding emotions for language learning, were positively related and that the effects of perceived peer enjoyment, anxiety and boredom on corresponding student emotions were mediated by control and value appraisals at the individual level. At the class level, however, the mediation effects were only significant for control appraisal as a mediator of effects on anxiety and value appraisal as a mediator of effects on boredom. Effects were robust across grade level, gender and previous language achievement. The discussion centers on the practical implications of peer emotion interactions for promoting foreign language development in classroom instruction.

Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students

2020 ◽  
pp. 136216882095840
Author(s):  
Altay Eren ◽  
Anıl Rakıcıoğlu-Söylemez
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Structural Equation ◽  
Emotional Engagement ◽  
Equation Modeling ◽  
Language Aptitude ◽  
Efl Students ◽  
Perceived Instrumentality ◽  
The Relationship

This study aimed to examine the relationships between English as a foreign language (EFL) students’ language mindsets (i.e. entity and incremental beliefs about general language intelligence, second language aptitude, and age sensitivity in language learning) and graded performance by considering the mediating roles of their perceived instrumentality as well as four aspects of engagement (i.e. agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement) within English classes. A total of 526 EFL students voluntarily participated in the present study. A latent factor correlation analysis, a series of multiple regression analyses, and a structural equation modeling analysis were conducted to analyse the data. The results showed that EFL students’ language mindsets, four aspects of engagement, perceived instrumentality, and graded performance were significantly and selectively related to each other. The results also demonstrated that the relationship between incremental beliefs about second language aptitude and graded performance was fully mediated by perceived instrumentality, that the relationship between incremental beliefs about general language intelligence and graded performance was fully mediated by agentic engagement, and that the relationship between perceived instrumentality and graded performance was partially mediated by agentic engagement. Theoretical and practical implications for EFL learning, teaching, and educational policymaking processes are also discussed in the study.

Empirical Research on the Influencing Factors of Mobile Foreign Language Learning Based on UTAUT Model

2016 ◽  
Vol 13 (10) ◽  
pp. 7526-7532
Author(s):  
Jingfeng Gan ◽  
Liang Zhong
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Influencing Factors ◽  
Structural Equation ◽  
Influence Factors ◽  
Foreign Language Learning ◽  
Development Trend ◽  
Equation Model ◽  
Utaut Model ◽  
Key Factor

With the popularity of smart phones, mobile foreign language learning will become the future development trend, but at present, whether the mobile foreign language learning is accepted by students or not will become the key factor in the implementation of mobile language learning project. Therefore, the influence factors of the mobile language learning are studied in this paper. On the basis of UTAUT model, the five influencing factors of mobile foreign language learning are summed up, and a questionnaire survey is designed, and the data of the survey results are analyzed by using SPSS software. The results show that perception fun, social influence and the expected effort have a significant impact on mobile language learning, while the preset self-learning management has not significant impact on it, and finally the multi group structural equation model is used for analysis. The results show that the phone type, grade, and gender do not have a role in the regulating the influence factors of College Students’ mobile foreign language learning.

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