EFL Learners'Perceived Teacher Support and Classroom Social Engagement:Mediating Effects of Perceived Interaction Value and Anxiety Self-regulation
This study explored the relationship between EFL learners'perceived teacher support,classroom social engagement,anxiety self-regulation and perceived interaction value by employing structural equation modeling.It is found that(1)learners demonstrated a low level of participation and social engagement in classroom EFL learning;(2)social engagement was positively correlated with the other three variables;(3)perceived interaction value and anxiety self-regulation predicted social engagement directly;and(4)perceived teacher support,mediated by perceived interaction value and anxiety self-regulation,indirectly predicted social engagement.These findings offer pedagogical implications for enhancing EFL learners'social engagement in class.
classroom social engagementperceived teacher supportperceived interaction valueanxiety self-regulationmediating effect
万方数据
