The role of identity styles and social support  from peers on emotional engagement in the  English as a foreign language learning

Al-Amri, Majid N.

doi:10.47862/apples.99135

Cited by 2 publications

(1 citation statement)

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“…Relatedly, emotional engagement is reflected in enjoyment, enthusiasm, desire, feeling of safety, and communication with peers and faculty (Uden et al, 2013). Other researchers define it in terms of belonging to the classroom and valuing the context of learning (Al-Amri, 2020). Synthesizing these definitions as well as others reviewed during the literature review phase of the research, emotional engagement is operationally defined in the context of the present study as undergraduate students’ positive interaction and collaboration with peers and faculty members to create a supportive learning environment, which enhances their learning and studying.…”

Section: Emotional Engagementmentioning

confidence: 99%

Learning and Study Strategies as Predictors of Undergraduates’ Emotional Engagement: A Cross-Validation Approach

2023

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Although emotional engagement has received much attention in educational research, relatively little is known about its predictors among undergraduates. Accordingly, to predict emotional engagement, we used the learning and study strategies model, proposed and revised by Weinstein and Palmer, which has 10 strategies namely; information processing, selecting main ideas, test strategies, anxiety, attitude, motivation, concentration, self-testing, study aids, and time management. Thus, an adapted Arabic version of the learning and study strategies inventory-second edition and an emotional engagement scale were administered to 522 undergraduates. To ascertain the accuracy and generalizability of the final selected model in future samples, six candidate models were cross-validated using the leave-one-out approach. Results revealed that the final five-predictor model, which included information processing, anxiety, attitude, concentration, study aids, was the most parsimonious and had the lowest mean square error, explaining approximately 40% of the variation in undergraduates’ scores on emotional engagement. The study aids strategy was found to be the strongest predictor of emotional engagement. Educational implications, limitations, and directions for future research were also discussed.

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Section: Emotional Engagementmentioning

confidence: 99%

Learning and Study Strategies as Predictors of Undergraduates’ Emotional Engagement: A Cross-Validation Approach

2023

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Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

Huang

2023

Front. Psychol.

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IntroductionWith the proliferation of online learning, understanding students’ affective experiences in digital foreign language courses has become imperative.MethodsThis mixed-methods study investigates how peer support and self-efficacy shape the emotional experiences of 502 Chinese undergraduate students in online English courses. Quantitative analyses using surveys were conducted to examine the relationships between peer support, self-efficacy, enjoyment, and anxiety. Qualitative analyses of interviews provided additional insights.ResultsQuantitative analyses reveal that peer support positively predicts higher levels of foreign language enjoyment and anxiety. Self-efficacy was found to partially mediate this relationship, with peer support strengthening self-efficacy, which, in turn, positively influences enjoyment and anxiety. Qualitative analyses provide converging yet nuanced insights into how peer support enhances self-efficacy and emotions beyond the surveys.DiscussionThe findings provide insight into optimizing online language courses through peer support and self-efficacy development tailored to diverse student needs. Limitations around sample selection, self-reported measures, and scope of relationships examined present opportunities for future research.

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The role of identity styles and social support from peers on emotional engagement in the English as a foreign language learning

Cited by 2 publications

References 25 publications

Learning and Study Strategies as Predictors of Undergraduates’ Emotional Engagement: A Cross-Validation Approach

Learning and Study Strategies as Predictors of Undergraduates’ Emotional Engagement: A Cross-Validation Approach

Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

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