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Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: The mediation of L2 grit

砂砾 心理学 调解 外语焦虑 外语 情感(语言学) 焦虑 社会心理学 英语作为外语 数学教育 社会学 社会科学 沟通 精神科
作者
Honggang Liu,Xiaoxue Li,Yan Yan
出处
期刊:Journal of Multilingual and Multicultural Development [Informa]
卷期号:: 1-14 被引量:11
标识
DOI:10.1080/01434632.2023.2223171
摘要

ABSTRACTABSTRACTWithin students’ proximal social environment, the crucial role of their perceived foreign language teacher support in their academic learning has emerged in numerous empirical studies in recent decades. However, little is known about the impact of perceived foreign language teacher support on academic emotions (e.g. foreign language anxiety; FLA). The mediating role of personality (e.g. second language [L2] grit) also remains unknown. To address these gaps, the current study adopted a quantitative approach to investigate the impact of perceived foreign language teacher support on their FLA and the mediating effect of L2 grit. We administered questionnaires to 1,401 Chinese high school students learning English as a foreign language to measure their FLA, L2 grit, and three types of perceived foreign language teacher support – namely, academic, emotional, and instrumental support. Structural equation modelling results indicate that students’ perceived overall foreign language teacher support had a direct positive predictive effect on FLA, whereas three dimensions of teacher support could not directly affect FLA alone. Mediation analysis results reveal that perceived emotional and instrumental support could negatively affect FLA via the complete mediating role of L2 grit. This study offers insights for teachers to improve students’ academic learning experience.KEYWORDS: ‌students' perceived foreign language teacher supportacademic supportinstrumental supportemotional supportforeign language anxietyL2 grit Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Project of Constructing The RightOempower Approach-based Teaching Mode of “Research Methodology in English Education” in Cultivating Creative Talents in the Pre-service Teacher Programme, Soochow University: [Grant Number 21104101].
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