EFL Teachers' Apprehension and L2 Students' Classroom Engagement
Teachers' apprehension is an indispensable part of the educational context since it impacts the amount to which students are engaged in class activities. Although several studies have been carried out considering the role of students' stress in their engagement, it seems extremely vital to...
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| Published in | Frontiers in psychology Vol. 12; p. 758629 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Frontiers Media S.A
29.09.2021
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| Subjects | |
| Online Access | Get full text |
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| Abstract | Teachers' apprehension is an indispensable part of the educational context since it impacts the amount to which students are engaged in class activities. Although several studies have been carried out considering the role of students' stress in their engagement, it seems extremely vital to conduct such studies among teachers to measure the link between these two variables. In this study, the author has made endeavors to define one of the apprehension's categories named communication apprehension and the antecedents of teachers' apprehension. Then classroom engagement is discussed. Following that, the relevance between the two variables of this research is discussed. Finally, both implications and suggestions for further studies are dealt with. |
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| AbstractList | Teachers' apprehension is an indispensable part of the educational context since it impacts the amount to which students are engaged in class activities. Although several studies have been carried out considering the role of students' stress in their engagement, it seems extremely vital to conduct such studies among teachers to measure the link between these two variables. In this study, the author has made endeavors to define one of the apprehension's categories named communication apprehension and the antecedents of teachers' apprehension. Then classroom engagement is discussed. Following that, the relevance between the two variables of this research is discussed. Finally, both implications and suggestions for further studies are dealt with. Teachers' apprehension is an indispensable part of the educational context since it impacts the amount to which students are engaged in class activities. Although several studies have been carried out considering the role of students' stress in their engagement, it seems extremely vital to conduct such studies among teachers to measure the link between these two variables. In this study, the author has made endeavors to define one of the apprehension's categories named communication apprehension and the antecedents of teachers' apprehension. Then classroom engagement is discussed. Following that, the relevance between the two variables of this research is discussed. Finally, both implications and suggestions for further studies are dealt with.Teachers' apprehension is an indispensable part of the educational context since it impacts the amount to which students are engaged in class activities. Although several studies have been carried out considering the role of students' stress in their engagement, it seems extremely vital to conduct such studies among teachers to measure the link between these two variables. In this study, the author has made endeavors to define one of the apprehension's categories named communication apprehension and the antecedents of teachers' apprehension. Then classroom engagement is discussed. Following that, the relevance between the two variables of this research is discussed. Finally, both implications and suggestions for further studies are dealt with. |
| Author | Li, Xiaodong |
| AuthorAffiliation | School of Foreign Studies, University of Science and Technology Beijing , Beijing , China |
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| Cites_doi | 10.1111/j.2044-8279.1978.tb02381.x 10.1016/j.system.2020.102446 10.3389/fpsyg.2021.708490 10.3389/fpsyg.2021.731721 10.1080/09658410903197264 10.1111/modl.12544 10.1037/a0019682 10.1080/00131910120033628 10.1093/applin/ams023 10.1177/13621688211001289 10.1007/s40299-020-00501-5 10.3389/fpsyg.2019.02128 10.1007/s42087-021-00235-w 10.1111/j.1540-4781.1986.tb05256.x 10.14746/ssllt.2019.9.1.2 10.1016/j.system.2021.102556 |
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| References | Ghanizadeh (B5) 2020; 29 Veiga (B17) 2014 Goldast (B6) 2021 Jang (B11) 2010; 102 Horwitz (B10) 1986; 70 Dörnyei (B3) 2019; 9 MacIntyre (B14) 2019; 103 Harper (B8) 2009 Svalberg (B16) 2009; 18 Derakhshan (B1) 2021; 101 Wang (B18) 2021; 12 Skinner (B15) 2016 Hiver (B9) 2021 Kyriacou (B13) 1978; 48 Xie (B19) 2021; 12 Dewaele (B2) 2019; 10 Greenier (B7) 2021; 97 Kyriacou (B12) 2001; 53 Gallagher (B4) 2013; 34 |
| References_xml | – volume: 48 start-page: 159 year: 1978 ident: B13 article-title: Teacher stress: Prevalence, sources, and symptoms publication-title: Br. J. Educ. Psychol. doi: 10.1111/j.2044-8279.1978.tb02381.x – volume: 97 start-page: 102446 year: 2021 ident: B7 article-title: Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers publication-title: System doi: 10.1016/j.system.2020.102446 – volume-title: Student Engagement in Higher Education year: 2009 ident: B8 article-title: Beyond sameness, with engagement and outcomes for all: An introduction – volume: 12 start-page: e708490 year: 2021 ident: B19 article-title: A conceptual review of positive teacher interpersonal communication behaviors in the instructional context publication-title: Front. Psychol. doi: 10.3389/fpsyg.2021.708490 – volume: 12 start-page: 731721 year: 2021 ident: B18 article-title: Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions publication-title: Front. Psychol. doi: 10.3389/fpsyg.2021.731721 – volume: 18 start-page: 242 year: 2009 ident: B16 article-title: Engagement with language: Interrogating a construct publication-title: Lang. Aware. doi: 10.1080/09658410903197264 – volume: 103 start-page: 262 year: 2019 ident: B14 article-title: Setting an agenda for positive psychology in SLA: Theory, practice, and research publication-title: Mod. Lang. J. doi: 10.1111/modl.12544 – volume-title: Handbook of Motivation at School year: 2016 ident: B15 article-title: Engagement and disaffection as central to processes of motivational resilience and development – volume: 102 start-page: 588 year: 2010 ident: B11 article-title: Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure publication-title: J. Educ. Psychol. doi: 10.1037/a0019682 – volume: 53 start-page: 27 year: 2001 ident: B12 article-title: Teacher stress: Directions for future research publication-title: Educ. Rev. doi: 10.1080/00131910120033628 – volume: 34 start-page: 53 year: 2013 ident: B4 article-title: Willingness to communicate and cross-cultural adaptation: L2 communication and acculturative stress as transaction publication-title: Appl. Linguistics doi: 10.1093/applin/ams023 – year: 2021 ident: B9 article-title: Engagement in language learning: A systematic review of 20 years of research methods and definitions publication-title: Lang. Teach. Res doi: 10.1177/13621688211001289 – volume: 29 start-page: 495 year: 2020 ident: B5 article-title: Designing and validating the sources of efl teacher apprehension scale (STAS) publication-title: Asia-Pacific Educ. Res. doi: 10.1007/s40299-020-00501-5 – volume-title: International Conference of Student Engagement at School: Perspectives From Psychology and Education year: 2014 ident: B17 article-title: Assessing students' engagement: A review of instruments with psychometric qualities – volume: 10 start-page: 1 year: 2019 ident: B2 article-title: The flowering of positive psychology in foreign language teaching and acquisition research publication-title: Front. Psychol. doi: 10.3389/fpsyg.2019.02128 – start-page: 1 year: 2021 ident: B6 article-title: EFL teachers' apprehension: A study of antecedents and ramifications publication-title: Human Arenas doi: 10.1007/s42087-021-00235-w – volume: 70 start-page: 125 year: 1986 ident: B10 article-title: Foreign language classroom anxiety publication-title: Modern Lang. J. doi: 10.1111/j.1540-4781.1986.tb05256.x – volume: 9 start-page: 19 year: 2019 ident: B3 article-title: Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self system publication-title: Stud. Second Lang. Learn. Teach. doi: 10.14746/ssllt.2019.9.1.2 – volume: 101 start-page: 102556 year: 2021 ident: B1 article-title: Boredom in online classes in the Iranian EFL context: Sources and solutions publication-title: System doi: 10.1016/j.system.2021.102556 |
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