A Review of the Effectiveness of Foreign Language Enjoyment and Foreign Language Classroom Anxiety on Learners' Engagement and Attainment

As an important contextual factor influencing various aspects of students’ learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students’ academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.

Section: Literature Reviewmentioning

confidence: 99%

Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators

Zhao

Yang²

2022

“…Participant 5: The IVRTM gives me a new experiential learning by using a new technology. VR assistance in teaching as an "easy to use, " "helpful, " and "enjoyable" tool (Shen, 2021) can reduce my psychological anxiety when practicing oral English. However, I still had a little interactive anxiety in real face-to-face situations.…”

Section: Results and Analysis Of Interviewsmentioning

confidence: 99%

A teaching design of ecological class based on immersive virtual reality spatial fusion

Liu

2022

This study investigated the effectiveness of the teaching design scheme called the Immersive Virtual Reality Teaching Model (IVRTM) on a small learner population at the researcher’s university. The study was based on one-term experimental teaching among the undergraduates. An ecological class was set up, extending classroom teaching to 3-layer teaching space, including a physical layer (classroom-based), an information layer (internet-based), and a virtual-reality layer (VR-based). The research aimed (1) to create an online-offline spatial ecological learning environment for higher learning efficiency with a series of learning activities, (2) to uncover the learning effectiveness of VR assistance in oral English, and (3) to acquire the students’ attitudes toward the IVRTM. The study approaches involved literature review, empirical method, questionnaire, interviews, and data analysis. The findings would have a positive significance for the promotion of new technology applications in SLA teaching and provide novel and preliminary references for teachers pursuing an effective teaching design of ecological classes based on IVR spatial fusion.

“…FLE, acknowledged as a prominent positive sentiment in L2 education ( Botes et al, 2022 ; Fathi and Hejazi, 2023 ), is characterized as an activating and task-focused emotion ( Pekrun, 2006 ). Numerous studies underscore the central role of FLE in yielding highly favorable educational outcomes, including heightened engagement, increased willingness to communicate (WTC), enhanced L2 proficiency, and reduced L2 anxiety (e.g., Shen, 2021 ; Botes et al, 2022 ; Fathi et al, 2023 ). Additionally, FLE is intimately linked to learners’ creativity, self-efficacy, and self-assessed competence ( Dewaele and Dewaele, 2020 ; Derakhshan and Fathi, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

Li,

Zhang

2024

IntroductionWithin the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics.MethodsEmploying Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence.ResultsThe findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels.DiscussionThese outcomes highlight the significance of nurturing students’ emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.