The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the inva...The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.展开更多
While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,littl...While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.展开更多
Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of imp...Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of improving the effectiveness of teaching.Peer feedback,a teaching strategy used to raise the bars by exposing instructions to a new teaching perspective to enhance students’online and offline collaboration,has received the lion’s share of attention in recent studies.On the basis of literature review,class records,and interviews,this paper,in hope of supporting advances in teachers’practice and field researches,examines the possible approaches to effectively implementing the application of peer feedback in blended teaching mode with a special focus on teachers’roles.展开更多
基金sponsored by the Research Project of Jiangsu Social Science Fund Project,entitled“Research on Irrational Expression of Crisis Discourse”(Grant No.21YYD001)Basic Foreign Language Education Research Project of Changshu Institute of Technology,entitled“A Study on the Regulation Mechanism of Professional Happiness of Foreign Language Teachers in Primary and Secondary Schools from the Perspective of Positive Psychology”(Grant No.2022cslgwgy008).
文摘The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.
基金the Humanities and Social Sciences Project,China’s Ministry of Education(Grant Number:22YJA740016)the Key Project of Hubei Provincial Department of Education Philosophy and Social Science Research Fund(No.21ZD051)the Teaching and Research Fund of Hubei University of Technology(No.Xiao2022018).
文摘While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.
文摘Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of improving the effectiveness of teaching.Peer feedback,a teaching strategy used to raise the bars by exposing instructions to a new teaching perspective to enhance students’online and offline collaboration,has received the lion’s share of attention in recent studies.On the basis of literature review,class records,and interviews,this paper,in hope of supporting advances in teachers’practice and field researches,examines the possible approaches to effectively implementing the application of peer feedback in blended teaching mode with a special focus on teachers’roles.
