Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the eff...Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions.The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening,speaking,reading,writing,vocabulary,and grammar.A total of 1,415 Chinese senior secondary students participated in the questionnaire survey.Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency,while less by actual English achievement;2) perceptions of speaking and grammar competence were significant predictors of both emotions;3) perceived reading competence predicted FLE significantly but not FLCA;and that 4) perceptions of listening,writing,and vocabulary competence predicted neither FLE nor FLCA.The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.展开更多
Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher ...Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher psychology,the control-value theory(CVT)provides additional insights into teachers’experiences.As limited research has specifically addressed the psychological experiences of primary school teachers in online teaching settings,this study investigated the relationships among teachers’online self-efficacy,anxiety,and engagement through the CVT framework.Methods:This study employed a quantitative research design,conducting a questionnaire survey of 1037 Chinese primary school teachers recruited through convenience and snowball sampling.Exploratory Structural Equation Modelling was first applied to validate the constructs.Subsequently,a structural equation model was developed and tested to examine the relationships between the key variables.A mediation analysis further explored the indirect effect of teacher self-efficacy on engagement through anxiety,consistent with CVT propositions.Results:Structural Equation Modelling results revealed that teachers’self-efficacy was a significant predictor of both anxiety(β=−0.165,p<0.001)and engagement(β=0.707,p<0.001).Anxiety also significantly predicted engagement(β=−0.097,p<0.001).Mediation analysis further demonstrated that anxiety partially mediated the relationship between self-efficacy and engagement(β=0.016).Conclusion:While anxiety can impede teachers’full engagement in online teaching,self-efficacy appears to buffer against anxiety’s negative effects,ultimately enhancing teaching effectiveness.These findings offer valuable insights for improving teachers’online teaching experiences and optimizing educational outcomes in digital environments.展开更多
文摘Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions.The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening,speaking,reading,writing,vocabulary,and grammar.A total of 1,415 Chinese senior secondary students participated in the questionnaire survey.Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency,while less by actual English achievement;2) perceptions of speaking and grammar competence were significant predictors of both emotions;3) perceived reading competence predicted FLE significantly but not FLCA;and that 4) perceptions of listening,writing,and vocabulary competence predicted neither FLE nor FLCA.The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.
文摘Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher psychology,the control-value theory(CVT)provides additional insights into teachers’experiences.As limited research has specifically addressed the psychological experiences of primary school teachers in online teaching settings,this study investigated the relationships among teachers’online self-efficacy,anxiety,and engagement through the CVT framework.Methods:This study employed a quantitative research design,conducting a questionnaire survey of 1037 Chinese primary school teachers recruited through convenience and snowball sampling.Exploratory Structural Equation Modelling was first applied to validate the constructs.Subsequently,a structural equation model was developed and tested to examine the relationships between the key variables.A mediation analysis further explored the indirect effect of teacher self-efficacy on engagement through anxiety,consistent with CVT propositions.Results:Structural Equation Modelling results revealed that teachers’self-efficacy was a significant predictor of both anxiety(β=−0.165,p<0.001)and engagement(β=0.707,p<0.001).Anxiety also significantly predicted engagement(β=−0.097,p<0.001).Mediation analysis further demonstrated that anxiety partially mediated the relationship between self-efficacy and engagement(β=0.016).Conclusion:While anxiety can impede teachers’full engagement in online teaching,self-efficacy appears to buffer against anxiety’s negative effects,ultimately enhancing teaching effectiveness.These findings offer valuable insights for improving teachers’online teaching experiences and optimizing educational outcomes in digital environments.
