The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study

Derakhshan, Ali; Zare, Javad

doi:10.3390/brainsci13030458

Cited by 20 publications

(6 citation statements)

References 65 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This sense of (un)willingness is complex and situated in a way that various factors may influence it [9]. Other than social-contextual factors, EFL students' readiness and passion to enter into an L2 interaction at a specific time is also dependent on teacher-students' relationships and psycho-emotional states [10][11][12]. The reason is that when there are positive human relations in the classroom, the students' psyche becomes softer and their talents flourish [13].…”

Section: Introductionmentioning

confidence: 99%

The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement

Hu,

Wang

2023

BMC Psychol

View full text Add to dashboard Cite

Background Teacher-student interactions and proximity have been shown influential in second/foreign (L2) education. However, the role of L2 teachers’ immediacy behaviors on students’ willingness to communicate (WTC) and academic engagement remains relatively unexamined in the context of English as a foreign language (EFL). Purpose This study intended to examine the association among EFL teachers’ immediacy behaviors and students’ WTC and engagement. Methods In this quantitative study, three online questionnaires were completed by 400 Chinese EFL students in different universities out of which 364 were valid. Results The results of statistical analysis and structural equation modeling (SEM) indicated that teachers’ immediacy behaviors (verbal, nonverbal) had a highly significant influence on EFL students’ WTC (ß=0.89, p = .000) and academic engagement (ß=0.71, p = .000). It was also revealed that teachers’ immediacy could predict 89% and 71% of variances in students’ WTC academic engagement, respectively. Conclusions Based on the results, I could be concluded that EFL teachers’ interpersonal communication abilities (e.g., immediacy) foster the establishment and growth of other positive outcomes among learners. Implications The study presents some conclusions and practical implications for EFL teachers, materials developers, and trainers to integrate the nonverbal cues of L2 communication into their practices. Such practices have the potential to enhance students’ willingness to communicate (WTC) and improve academic engagement.

show abstract

Section: Introductionmentioning

confidence: 99%

The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement

Hu,

Wang

2023

BMC Psychol

View full text Add to dashboard Cite

show abstract

“…The design and research of POA are similar to the western research of “willingness to communicate”. Recent research has proved the significant role of learners’ positive and negative emotions in foreign language classrooms [ 4 , 5 , 6 ]. Among the long list of emotions, the combination of Foreign Language Enjoyment (FLE) and Foreign Language (Classroom) Anxiety (FLCA) has caught the most scholarly attention.…”

Section: Introductionmentioning

confidence: 99%

Psychological factors and production behaviors of Chinese undergraduate EFL learners

Zheng

2023

PLoS ONE

View full text Add to dashboard Cite

Psychological factor have received much attention in education research. The present mixed-methods study focuses on the effect of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) on production behaviors among 182 Chinese English as a foreign language (EFL) learners in FL teaching classes. The major findings are as follows: (1) Chinese university students prefer written production behaviors to oral ones, and personal or pair-work oral practice to onstage oral demonstrations due to foreign language classroom anxiety (FLCA); (2) gender does not affect foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), or production behaviors; (3) language competence or test scores did not directly affect students’ decisions to speak English or not; (4) Team cooperation, classroom atmosphere, attitude towards English, and interesting materials mediated FLE and FLCA, thus affecting the students’ readiness for language output or production behaviors. Of these above-mentioned variables, team cooperation and classroom atmosphere are two most important factors in enhancing positive emotion and production behaviors. The implications of the study are to help teachers optimize their classroom activities o harness the emotions of learners, boost their FLE and lower their FLCA, and improve their willingness to speak a foreign language.

show abstract

“…This multifaceted construct profoundly influences diverse aspects of an individual’s life. In educational contexts, EI has garnered attention for its positive impact on academic performance and overall well-being ( Petrides et al, 2004 ; Allen et al, 2014 ; Derakhshan and Zare, 2023 ). There are two widely recognized forms of EI: Trait Emotional Intelligence (TEI) and Ability EI.…”

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

Front. Psychol.

View full text Add to dashboard Cite

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.

show abstract

The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study

Cited by 20 publications

References 65 publications

The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement

The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement

Psychological factors and production behaviors of Chinese undergraduate EFL learners

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

Contact Info

Product

Resources

About