Teacher support as predictors of Chinese EFL learners’ classroom flow: the mediating role of academic self-efficacy
Wenting Gong,
Chuang Xu
Abstract:Informed by social support theory and control-value theory, this study investigates the predictive role of teacher support on classroom flow among English as a Foreign Language (EFL) learners and the mediating effect of academic self-efficacy. A survey was conducted among 557 Chinese university EFL learners to gather relevant data. Descriptive statistics indicate that the participants exhibited a moderate level of classroom flow and exhibited significant variations based on gender and grade. Analysis using str… Show more
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