Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

Abstract

This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher capacity supports and students’ self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher behavior supports and students’ self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students’ self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students’ self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers’ awareness of the substantial supports in enhancing students’ self-directed language learning beyond the classroom and would inform that the future research on teachers’ compliance in relation to technology use be converted from institutional mandates into teachers’ conscientious behaviors.

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning

“…The likelihood ratio chi square statistic and other fit measures are not reported. After deleting the path (TS → ASE with a path coefficient of 0.17, p < 0.05, showing a significant effect of TS on ASE, which is consistent with the previous study of Pan and Chen (2021) concerning this perspective), the final model ( Figure 2 ) was constructed and was found to have good mode fit indices with X 2 /df = 2.936, CFI = 0.995, TLI = 0.971, SRMR = 0.023, and RMSEA = 0.076.…”

“…As a significant social agent, teachers play a critical role in helping students develop autonomy of technology-based language learning beyond the classroom ( Reinders and Darasawang, 2012 ). “In light of these particular research lines, the function of teacher supports should be manifested in helping students to be academically, professionally and psychologically empowered, motivating students’ personal attribute, and facilitating students’ self-initiated use of technological resources to autonomously clutch the reins of self-directed learning process” ( Pan and Chen, 2021 , p. 3). Despite of different characteristics and functions of teacher supports, researchers have classified teacher support into three categories: (1) teacher affective supports, mainly referring to teacher behaviors which can provide students with the basic knowledge of the strengths of technology as well as the encouragement of using technology in language learning ( Xia and Lee, 2000 ); (2) teacher behavior supports, involving teachers’ capacities of organizations and management that can help students participate in activities and tasks involving technologies ( Ertmer, 2005 ); and (3) teacher capacity supports, mainly helping students to get some useful technological resources and tell them how to select and use technological resources effectively ( Gallivan et al, 2005 ).…”

Online Learning Environments, Learners’ Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation

“…In Chinese universities, college English course typically lasts for 2 years, and the reason for the option of sophomore students as research participants is that they have experienced technology-based college English learning. As pointed out, in China, “currently, the advanced network technology has been applied in college English teaching and learning in accordance with the innovation of college English course” (Pan & Chen, 2021, p. 5). Thus, in college English course, online platform constitutes an important avenue for students’ technology-based language learning.…”

Enhancing Chinese students’ academic engagement: the effect of teacher support and teacher–student rapport

“…Teachers exert a significant influence on students' cognitive, affective, and social learning behaviors, which considerably affects the quality of their learning experiences (Pan and Chen, 2021). Consequently, in the classroom, teachers are pivotal in the dissemination of knowledge, instruction, and development of students' academic performance (Chong et al, 2018).…”