Two hundred and twenty-three students of the Top-Notch Students of Basic Disciplines Training Program in a top Chinese university answered a battery of questionnaires, which consisted of the 8-item English Use Anxiety Questionnaire, the 5-item Motivational Self-Talk Questionnaire, the 3-item Self-Efficacy Questionnaire, the 19-item Language Learning Orientations Questionnaire, and a Background Information Questionnaire. The present study examined English use anxiety, motivation, self-efficacy, use of English, and their predictive effects on top university students’ English achievements. Directions for future research and implications for education are also presented. These findings elucidate the impact of teacher engagement on students’ English achievement in the online environment and support the utility of self-determination theory and control-value theory in explaining foreign language learning. Relief displayed a smaller effect on students’ English achievement than enjoyment did. Additionally, teacher engagement affected students’ English achievement through the chain mediation of autonomous motivation and positive academic emotions (enjoyment and relief). Students’ autonomous motivation and enjoyment mediated the association between teacher engagement and English achievement, but the mediating effects of relief were not significant. The results showed that teacher engagement exerted a direct and positive impact on students’ English achievement. The present study assessed 546 university students in China using self-report questionnaires to examine the relationship between teacher engagement and students’ achievement in an online EFL course over an 18-week semester, taking into account the possible mediating effects of autonomous motivation and positive academic emotions. Moreover, the few studies have focused more on conventional classrooms rather than online learning contexts and failed to reveal how teacher engagement in the online foreign language classroom affected students’ achievement. The study concluded with pedagogical implications on how to ameliorate students’ L2 Chinese speech anxiety in classroom teaching.Īs an important factor promoting students’ learning behavior and achievement, teacher engagement has been largely neglected in the research literature on English as a foreign language (EFL) and applied linguistics. The results of model comparisons suggested that 1) speaking strategies were the most positive predictor directly contributing to speech anxiety 2) the other significant direct predictors included WTC, speaking self-efficacy, and speaking proficiency 3) socio-cultural attitudes had a positive indirect effect on speech anxiety through the mediation of WTC. Three competing models were proposed to understand how linguistic (i.e., speech proficiency) and extra-linguistic (i.e., willingness-to-communicate/WTC, socio-cultural attitudes, speech strategies, and speech self-efficacy) factors jointly influenced learners' L2 Chinese speech anxiety. Data were collected from 226 L2 learners of Chinese via questionnaires and speaking tests. This study examined the linguistic and extra-linguistic sources of speech anxiety of second/foreign language (L2) learners of Chinese through a structural equation modeling approach.
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