英语学习者教师支持感与课堂社交投入的关系——互动价值感和焦虑自我调节的中介作用

EFL Learners’Perceived Teacher Support and Classroom Social Engagement:Mediating Effects of Perceived Interaction Value and Anxiety Self-regulation

本文采用结构方程模型,考察了大学英语学习者感知的教师支持、课堂社交投入、焦虑自我调节和互动价值感间的关系。研究发现:1)在课堂外语学习过程中,学习者参与度不高,社交投入不足;2)社交投入与教师支持感、焦虑自我调节和互动价值感均呈显著正相关;3)互动价值感和焦虑自我调节直接正向预测社交投入;4)教师支持感通过焦虑自我调节和互动价值感的完全中介作用,间接预测社交投入。本文可为改善外语学习者课堂社交投入提供参考。

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.