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The present study aims to find out the anxiety of Chinese EFL learners as well as its relationship with self-efficacy in the online learning environment. A total of 492 Chinese college students from different regions participated in the research. The data obtained from the questionnaire survey were submitted to SPSS version 25.0 to do analysis. The...
Context in source publication
Context 1
... the previous studies were carried out under normal social background and teaching conditions. Table 5 that since p value is equal 0.798 (P > 0.05), no significant difference of anxiety has been found between English learners of different institution types. ISSN 1948-5425 2020 Generally speaking, it is supposed that anxiety levels vary among students of different universities with varying academic atmosphere and achievement motivation. ...Similar publications
Background
The coronavirus disease 2019 (COVID-19) pandemic caused medical schools to rapidly transition to online/distance learning. Online learning is often associated with poor academic performance, mental health, and student-to-faculty relationships. The purpose of this study is to determine if correlations exist between academic performance, m...
Due to the coronavirus pandemic, many students are learning online. Because of the particularities of the online environment, the different study habits of each student and the different teaching characteristics of instructors, the evaluation of online learning differs widely. This paper uses questionnaire to examine the situation of college studen...
In March 2019, the Ontario government announced that commencing in 2023-24, secondary school students (Grades 9-12) would be required to gain four of 30 graduation credits through online courses. At the time of the policy pronouncement, these four credits (or courses) would become the first mandatory online courses in Canadian K-12 education. The p...
Previous Online Learning (OL) studies have provided significant insights into why students would adopt or use OL but far less attention has been directed towards understanding why they would reject or resist continuing to use OL. The capability of OL to simulate the learning process to be equivalent to classroom learning remains an unresolved theor...
Citations
Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions.
Practitioner notes
What is already known about this topic Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class.
Students will be more engaged in learning when they perceive support from their teachers.
Teacher support was an influential external predictor of students' mood swings.
What this paper adds The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement.
Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning.
This paper further corroborates the relationship among the presences in the CoI framework.
Implications for practice and/or policy Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes.
Teachers need to ensure continued intellectual support and provide more emotional support for learners.
Teachers are recommended to deliver feedback that aligns with students' emotional state.
