scholarly journals Toward the Association Between EFL/ESL Teachers' Work Engagement and Their Students' Academic Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Aizhen Zhang ◽  
Yang Yang
Keyword(s):  
Work Engagement ◽  
Academic Engagement ◽  
Personal Factors ◽  
Esl Students ◽  
Esl Teachers ◽  
Learning Success ◽  
Scant Attention ◽  
Teacher Work ◽  
Review Study

Given the fact that EFL/ESL students' academic engagement is of high importance for their learning success, numerous studies have been carried out to identify factors contributing to students' engagement. However, the role of teacher personal factors, notably teacher work engagement has received scant attention. Moreover, no review study has been conducted on this issue. Accordingly, the present review intends to explicate the multidimensional essence of teacher work engagement and student academic engagement and the association between these constructs. In light of the theoretical and empirical evidence, the role of EFL/ESL teachers' work engagement in improving their students' academic engagement was proved. The pedagogical implications of the findings are also highlighted.

scholarly journals On the Role of EFL/ESL Teachers' Emotion Regulation in Students' Academic Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Fang Wang ◽  
Zhi Ye
Keyword(s):  
Emotion Regulation ◽  
Academic Engagement ◽  
Empirical Studies ◽  
Personal Factors ◽  
Esl Teachers ◽  
Extrinsic Factors ◽  
Efl Teachers ◽  
Educational Implications ◽  
Review Study

Considering the pivotal role of students' academic engagement in their success, discovering the intrinsic and extrinsic factors that inspire students to engage in class activities seems crucial. Notwithstanding, only a few empirical studies have been devoted to teachers' personal factors such as emotion regulation and their predictive function. Further, to our knowledge, no theoretical or systematic review study has been conducted on the association between teacher emotion regulation and student academic engagement. The current review study seeks to fill these lacunas by illustrating English as a foreign language (EFL) or English as a second language (ESL) teachers' emotion regulation and its' capability to enhance students' academic engagement. Using the existing evidence, the power of ESL/EFL teachers' emotion regulation in predicting their pupils' academic engagement was proved. The findings' educational implications are further discussed.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

Work engagement and occupational stress in nurses and other healthcare workers: the role of organisational and personal factors

2013 ◽  
Vol 22 (17-18) ◽  
pp. 2614-2624 ◽  
Author(s):  
Elena Fiabane ◽  
Ines Giorgi ◽  
Cinzia Sguazzin ◽  
Piergiorgio Argentero
Keyword(s):  
Occupational Stress ◽  
Work Engagement ◽  
Healthcare Workers ◽  
Personal Factors

scholarly journals Toward the Role of EFL/ESL Students’ Silence as a Facilitative Element in Their Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Jing Hu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Complex Nature ◽  
English Language Learning ◽  
Esl Students ◽  
Esl Teachers ◽  
Research Perspectives ◽  
Students Success

Following the recent evolution of research perspectives toward student silence, an increasing number of studies have sought to empirically probe into the beneficial role of this variable in students’ success. Yet, a limited number of review studies have been carried out to illustrate the complex nature of student silence and its positive consequences (e.g., success, increased learning outcomes, etc.). Hence, this study aims to review different definitions of “student silence” to elucidate its facilitative function in EFL/ESL students’ success. Providing empirical evidence, the role of student silence as a facilitative element in English language learning was proved. Finally, some pedagogical implications for EFL/ESL teachers and teacher trainers are also discussed.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

scholarly journals Toward the Role of Language Teacher Confirmation and Stroke in EFL/ESL Students’ Motivation and Academic Engagement: A Theoretical Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Yun Gao
Keyword(s):  
Academic Engagement ◽  
Language Teachers ◽  
Goal Theory ◽  
Esl Students ◽  
Special Issue ◽  
Language Teacher ◽  
Teacher Confirmation ◽  
Interpersonal Behaviors ◽  
Level Of Motivation

Following the recent special issue in the journal of Frontiers in Psychology, named “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” this review is carried out to describe two prime instances of teacher interpersonal behaviors, namely teacher confirmation and stroke, their underlying frameworks, and contributions to desirable student-related outcomes. In light of rhetorical-relational goal theory and the school of positive psychology, it is stipulated that language teacher confirmation and stroke are facilitators of EFL/ESL students’ level of motivation and academic engagement. Providing empirical evidence, the argument regarding the pivotal role of language teacher confirmation and stroke in EFL/ESL contexts was proved. Reviewing the available literature on the aforementioned variables, some pedagogical implications were suggested for teacher trainers, educational supervisors, and pre- and in-service language teachers. Finally, the limitations and drawbacks of the reviewed studies were identified and some avenues for further research were recommended, accordingly.

scholarly journals ESL and Canadian Multiculturalism: Multilingual, Intercultural Practices for the 21st Century

2004 ◽  
pp. 01 ◽  
Author(s):  
Seonaigh MacPherson ◽  
Diana Turner Ranya Khan ◽  
Warren Hingley ◽  
Ann Tigchelaar ◽  
Lori Dustan Lafond
Keyword(s):  
21St Century ◽  
Professional Ethics ◽  
Teaching Profession ◽  
Esl Students ◽  
Esl Teachers ◽  
Legislative Policies ◽  
Canadian Multiculturalism ◽  
Collaborative Initiative

This article is a collaborative initiative of the TESL profession in Manitoba. It reflects the authors' attempts to articulate the role of the ESL teaching profession and practice in Canadian multiculturalism. Recognizing ESL teachers' historical roles as agents of assimilation, the authors consider how the field can reorient itself to serve instead the equity and diversity needs of Canadians. They argue that this involves the promotion of more multilingual, intercultural approaches to ESL/SESD. The article begins by considering the model of multiculturalism promoted by Canadian constitutional and legislative policies over the last decades and the key role the TESL field can and does play in this mandate. The article continues on to recommend expanding the potential stakeholders included as ESL students and professionals. This is not done to expand the profession so much as to enhance the professional ethics and responsibilities of the field.

scholarly journals Relationship Between Total Rewards Perceptions and Work Engagement Among Chinese Kindergarten Teachers: Organizational Identification as a Mediator

2021 ◽  
Vol 12 ◽  
Author(s):  
Dongying Ji ◽  
Li Cui
Keyword(s):  
Work Engagement ◽  
Organizational Identification ◽  
Kindergarten Teachers ◽  
Kindergarten Teacher ◽  
Mediating Role ◽  
Total Rewards ◽  
Teacher Work ◽  
The Relationship ◽  
Chinese Kindergarten

Kindergarten teachers' engagement in work is influenced by many factors. Total rewards perceptions, as an individual's evaluation of the rewards provided by the organization, may promote work engagement when it can meet their intrinsic and extrinsic work demands. To explore the relationship between kindergarten teachers' total rewards perceptions and work engagement, and the mediating role of organizational identification, a survey was conducted among 1,014 kindergarten teachers applying the Chinese versions of the Total Rewards Perceptions Scale for Kindergarten Teacher, Kindergarten Teacher Organizational Identification Scale, and Kindergarten Teacher Work Engagement Scale. The results showed that kindergarten teachers' total rewards perceptions and its four factors were positively correlated with organizational identification and work engagement. Organizational identification was positively related to work engagement. Organizational identification partially mediated the relationship between total rewards perception and work engagement among kindergarten teachers. We discussed the result of the relationship between total rewards perceptions, organizational identification, and work engagement among Chinese kindergarten teachers.

scholarly journals Feedback on Feedback: Preservice ESL Teachers Respond to Evaluation Practices

1999 ◽  
Vol 17 (1) ◽  
pp. 16 ◽  
Author(s):  
Sandra G. Kouritzin ◽  
Carol Vizard
Keyword(s):  
Action Research ◽  
Small Group ◽  
Esl Students ◽  
Action Research Project ◽  
Esl Teachers ◽  
Group Discussions ◽  
Preservice Preparation ◽  
To Come ◽  
Journal Entries

Although a number of studies have examined the role of teacher feedback in ESL students' learning, equal attention has not been paid to how ESL teachers make feedback decisions based on their preservice preparation. In this article, preservice ESL teachers respond to various forms of feedback that they received in their TESL Methodology course, and offer insights into how these individual responses will shape their own evolving feedback practices. Quoting from students' journal entries and audio taped group discussions, this action research project reveals that preservice ESL teachers were pleased with the wide variety offered back formats and sources used in this course and that they intended to replicate this variety in their own classrooms. In general, this small group of preservice ESL teachers liked feedback that was immediate, detailed, ungraded yet critical, and focused. They preferred feedback to come from credible and authoritative sources.

The Role of Work Engagement in the Work-Life Interface

2005 ◽  
Author(s):  
Michael T. Ford ◽  
Laura Wheeler Poms
Keyword(s):  
Work Engagement ◽  
Work Life
Sign in / Sign up

Export Citation Format

Share Document