Fostering EFL/ESL Students' State Motivation: The Role of Teacher-Student Rapport

Motivation and English self-efficacy in online learning applications among Saudi EFL learners: Exploring the mediating role of self-regulated learning strategies

Online language learning applications have transformed English as a foreign language instruction by providing flexible and personalized pathways to language learning. For EFL learners, proficiency is crucial for academic and career advancement, necessitating understanding how motivation, self-regulated learning strategies, and self-efficacy interact within the digital environment. However, a scholarly gap remains regarding how these psychological factors influence language learning outcomes. Thus, this study investigates the relationships between motivation, self-regulated learning strategies, and English self-efficacy among Saudi EFL learners utilizing online language applications. Employing a quantitative correlational design, this study sampled 808 university students through stratified selection to ensure representative diversity. Data were collected using three validated instruments to measure each construct and were analyzed using Exploratory and Confirmatory Factor Analysis, followed by Structural Equation Modelling. The results revealed three significant insights. First, Duolingo emerged as the most widely utilized application, supporting a comprehensive range of language skills, including reading, writing, speaking, and listening. Other popular applications were frequently used for specific skill development, such as conversational practice and vocabulary enhancement, displaying the high frequency of online language learning app use. Second, strong positive correlations were found among motivation, self-regulated learning strategies, and English self-efficacy, accentuating their combined influence on language learning success. Finally, hypothesis testing confirmed that motivation directly influences self-regulation and self-efficacy, with self-regulated learning strategies mediating between motivation and self-efficacy. This suggests that online language learning applications fostering motivation and self-regulation can significantly improve learners' confidence and proficiency in English, providing practical insights for teachers and practitioners in language instruction.

"It felt like we were trying to get through the class …": Insights on learners' FL boredom from Q methodology

Gaining insight into the personal experiences of boredom in foreign language (FL) learning is essential for delivering lessons that reduce boredom and enhance the overall learning experience for students. This study explores the views of Thai EFL university students on Foreign Language Learning Boredom (FLLB) using Q methodology. A total of 36 students participated in a Q-sort involving 44 FLLB-related statements, and the data was analysed using Principal Component Analysis and varimax rotation. Additionally, retrospective interviews with six participants provided deeper insights. The study identified three primary factors shaping and influencing FLLB: disengaging tasks, teacher-related factors, and dissatisfaction with learning environments. The findings suggest that FL educators should tailor their teaching strategies to address these factors, thereby enhancing student engagement and improving learning outcomes in EFL contexts.

The associations among gratitude, job crafting, teacher-student relationships, and teacher psychological well-being

Introduction

This study explores the complex dynamics among gratitude, job crafting, teacher psychological well-being, and teacher-student relationships within the context of Chinese English as a Foreign Language (EFL) teachers.

Methods

A sample of 456 Chinese EFL teachers participated in this study. Valid scales were administered to collect data on gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. Structural Equation Modeling (SEM) was employed to investigate these relationships.

Results

The findings reveal significant connections between gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. SEM analysis demonstrates that gratitude and job crafting have direct effects on teacher psychological well-being. Furthermore, teacher-student relationships were identified as a mediator in these relationships.

Discussion

This study underscores the importance of gratitude and job crafting in enhancing the psychological well-being of EFL teachers. It highlights the mediating role of positive teacher-student relationships in the associations between gratitude, job crafting, and teacher psychological well-being. These results have implications for the development of interventions and practices aimed at promoting gratitude, job crafting, and positive teacher-student relationships in the EFL teaching context.

The interplay between psychological well-being, stress, and burnout: Implications for translators and interpreters

As far as translation is concerned, translators and interpreters are required to cope with multiple challenges during their careers such as managing time constraints related to performing their job. Indeed, a translation job is a challenging task that is very demanding cognitively as it entails deep concentration that also involves the different psychological aspects of humans. Such complicated operations including linguistic, and cognitive ones can induce overwhelming stress and anxiety. Similarly, burnout has been the main issue in this context, and it needs to be investigated in this domain. In recent years, an increasing attention has been drawn to translators' health and well-being as it is a key sustainable development goal and an essential prerequisite to coping with stress. Correspondingly, studies have shown that people's well-being has a constructive impact on their performance and success. It is worth noting that the present literature can bring about useful benefits to educational institutes, and other stakeholders and authorities working in the educational arena as the research findings help them to reflect on the contributions of positive emotions to learning, which results in a reduction in the level of stress and burnout and hence educational flourishing. This review makes an effort to arrange for some implications for translators and interpreters.

Enhancing Chinese students' academic engagement: the effect of teacher support and teacher-student rapport

Academic engagement plays an undeniable role in students' leaning outcome. Therefore, identifying the influential antecedents of promoting students' academic engagement is extremely crucial. Despite previous empirical studies have delved into the part played by several student-related and teacher-related factors in triggering Chinese students' academic engagement, the exploration on the roles of teacher support and teacher-student rapport is still scant. Thus, this study attempts to concentrate on the influence of teacher support and teacher-student rapport on undergraduate students' academic engagement in China. Three scales of the questionnaire-one each for teacher's support, student-teacher rapport, and the level of academic engagement-were completed by a total of 298 undergraduate students. Spearman Rho test was adopted to detect the correlations between the variables. Following that, multiple regression analysis was used to estimate the predictive power of the dependent variables. The result found that teacher support and teacher-student rapport exert a tremendous influence on boosting Chinese students' academic engagement. The leading implications and future directions are also presented.

Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign student engagement in foreign language learning: the mediating role of foreign language enjoyment

Introduction

This study aimed to investigate the relationships between perceived teacher-student relationship, growth mindset, student engagement, and foreign language enjoyment (FLE) among Chinese English learners.

Methods

A total of 413 Chinese EFL learners participated in the study and completed self-report measures for perceived teacher-student relationship, growth mindset, student engagement in foreign language learning, and FLE. Confirmatory factor analysis was employed to assess the validity of the scales. Structural equation modeling was used to test the hypothesized model.

Results

The partial mediation model demonstrated the best fit to the data. The results indicated that perceived teacher-student relationship had a direct impact on student engagement. FLE directly influenced student engagement, while growth mindset indirectly affected student engagement through the mediation of FLE.

Discussion

The findings suggest that fostering positive teacher-student relationships and promoting a growth mindset can enhance FLE, leading to increased levels of student engagement. These results emphasize the importance of considering both the interpersonal dynamics between teachers and students and the role of mindset in foreign language learning.

The Role of Teachers' Interpersonal Behaviors in Learners' Academic Achievements

In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners' educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners' academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners' academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners' foreign language learning.

Toward the Role of Teacher Caring and Teacher-Student Rapport in Predicting English as a Foreign Language Learners' Willingness to Communicate in Second Language

Following the advent of positive psychology (PP), positive communication behaviors have been studied as significant predictors of language learners' willingness to communicate in second language (L2WTC). Yet, the role of two important communication behaviors, namely teacher caring and teacher-student rapport, in predicting EFL learners' L2WTC has remained elusive. To address this gap, this investigation assessed the impact of teacher caring and teacher-student rapport on Chinese EFL learners' L2WTC. To do so, 4392 Chinese EFL learners were invited to answer three reliable questionnaires. Performing Spearman correlation analysis, favorable relationships were found among the variables. Multiple regression analysis was also conducted to inspect the potential of teacher caring and teacher-student rapport in predicting Chinese EFL learners' L2WTC. The outcomes of multiple regression analysis indicated that Chinese EFL learners' L2WTC can be substantially predicted by teacher caring behaviors and teacher-student rapport. The implications and limitations of the findings are also discussed.

EFL Students’ Academic Buoyancy: Does Academic Motivation and Interest Matter?

The way students are treated by their teachers have been proven to play a paramount role in students’ performance. Either teachers’ academic buoyancy or academic motivation may change students’ mindset about learning a language, leading to facilitating this process or making it even more demanding than it seems. Considering that, it can be taken into account how important teachers’ academic buoyancy would be and its mediators such as academic motivation should draw precise attention to themselves. However, a few studies have been conducted about this pivotal role so far. To fill this gap, this review paper provides a glimpse at the underlying roles of academic buoyancy and academic motivation and interest. Furthermore, it presents the definitions and applications of each construct. Finally, some implications and future recommendations are put forward to enthusiastic scholars.

Enhancing Chinese EFL Students' Grit: The Impact of Teacher Stroke and Teacher-Student Rapport

Due to the important role that students' grit plays in the effectiveness of their success in the educational system in which they are engaged, the current study scrutinized whether some factors regarding teachers such as their stroke and rapport can affect the learners' grit in one hand and on the other hand whether these factors can predict the learners' grit or not. To this end, a group of 316 Chinese university English as a Foreign Language (EFL) learners from more than 30 cities from nine provinces of China were asked to fill out the three scales, namely, teacher stroke, student rapport, and students' grit questionnaires. The foremost findings of the study, gained through running regression, indicate that there are positive relations between these variables as they affect learners' grit and also both variables were the predictors of grit, while teacher stroke was a better predictor, uniquely clarifying 45.5% of the grit's variance and teacher-student rapport similarly showed to be a predictor of grit, distinctively clarifying 4.6% of its variance. Accordingly, based on these findings, it can be concluded that both of these factors, as instances of positive teacher interpersonal behaviors, develop learners' grit in language learning. In addition, this study can provide further implications and recommendations for language teaching team members in academic circumstances.

On the Role of Teacher-Student Rapport on English as a Foreign Language Students’ Well-Being

Given the centrality of English as a Foreign Language (EFL) students’ wellbeing in their academic success, identifying factors that may be influential in fostering students’ well-being is of high importance. As such, several studies have delved into the role of various personal and interpersonal factors in increasing EFL students’ well-being. However, little attention has been devoted to the function of teacher-student rapport. Besides, no systematic or theoretical review has been conducted in this regard. To address these gaps, the present study intends to illustrate different definitions of student well-being and teacher-student rapport, their sub-components, and their theoretical relations. Building upon the theoretical and empirical bases, the facilitative function of teacher-student rapport in increasing EFL students’ well-being was proved. Some beneficial implications are also discussed.