Implications of Teacher Support and Learning Engagement for English Reading Teaching in Senior High School
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i6.4208
Abstract
In recent years, research on teacher support and learning engagement has attracted scholars' attention in the field of education. Such research has great implications for English reading teaching practice in senior high school. By reviewing relevant studies, this paper proposes the implications of teacher support and learning engagement for English reading teaching in senior high school. Learning engagement has a decisive impact on students' English achievement[1]. Moreover, teacher support significantly correlates with students' learning engagement and positive emotions play a promoting role as a mediator. Therefore, English teachers should consciously strengthen teacher support in English reading class and relieve students’ negative emotions. Designing effective teaching activities and flexibly regulating their impleme ntation can ensure the achievement of teaching goals. At the same time, effective teaching stimulates students' subjectivity in the classroom, enabling them to actively construct knowledge with the support of their teachers.
Keywords
teacher support, learning engagement, English reading teaching
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[16] Jensen, M. T., Solheim, O. J., & Idsøe, E. M. C. 2019. Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement. Social Psychology of Education, 22, 247-266.
[17] Torbergsen, H., Utvær, B. K., & Haugan, G. 2023. Nursing students’ perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes. Learning and Motivation, 81.
[18] Ghaith, G. M., Shaaban, K. A., & Harkous, S. A. 2007. An investigation of the relationship between forms of positive interdependence, social support, and selected aspects of classroom climate. System, 35(2): 229-240.
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[20] Liu, X. H., Guo, J. D., & Wang, M. F. 2024. The relationship between English learners’ perceived teacher support and classroom social engagement: The mediating roles of interaction value and anxiety self-regulation. Modern Foreign Languages, 47(4): 516-527.
[21] Xu, J. F., & Long, Z. B. 2022. Research on learners’ writing feedback engagement in a multi-interactive environment. Foreign Languages and Teaching, (5): 21-31+144-145.
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[23] Luan, L., Dong, Y., & Liu, J. J. 2022. The impact of teacher support strategies on college students’ online learning engagement. Modern Educational Technology, 32(3): 119-126.
[24] Sadoughi, M., & Hejazi, S. Y. 2021. Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70.
[2] Ghaith, G. M. 2002. The relationship between cooperative learning, perception of social support, and academic achievement. System, 30(3): 263-273.
[3] Liu, X. H., & Guo, J. D. 2021. The relationship between teacher support in online foreign language teaching and students’ interactive engagement and learning pleasure. Journal of PLA University of Foreign Languages, 44(5): 34-42+160.
[4] Liu, X. H., Guo, J. D., & Wang, M. F. 2024. The relationship between English learners’ perceived teacher support and classroom social engagement: The mediating roles of interaction value and anxiety self-regulation. Modern Foreign Languages, 74(4): 1-12.
[5] Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. 2004. School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1): 59-109.
[6] Fan, K. F., & Wang, C. L. 2023. A dynamic study on foreign language emotions, engagement, and online foreign language learning outcomes. Foreign Language and Literature, 39(3): 140-148.
[7] Xu, J. F., & Fan, Y. M. 2019. Research on foreign language learner engagement from a social cognitive perspective. Foreign Language Education, 40(5): 39-43+56.
[8] Ren, Q. M. 2021. A theoretical framework for a multidimensional evaluation system of college students’ English classroom learning engagement. Foreign Language World, (2): 37-45.
[9] Hui, L. H., & Feng, X. L. 2023. The impact of psychological resilience on online English learning engagement: The mediating role of transactional distance. Modern Foreign Languages, 46(4): 552-562.
[10] Zhang, Q., & Wang, J. H. 2023. The relationship between teacher support and college students’ foreign language learning engagement: The multiple mediating roles of academic emotions. Foreign Languages in China, 20(5): 69-77.
[11] Trickett, E. J., & Moos, R. H. 1973. Social environment of junior high and high school classrooms. Journal of Educational Psychology, 65(1): 93.
[12] Goodenow, C. 1993. The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1): 79-90.
[13] Deci, E. L., & Ryan, R. M. 2000. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4): 227-268.
[14] Guo, J. D., & Liu, L. 2016. The connotation, structure, and research perspectives of foreign language learning engagement. Journal of Jiangxi Normal University Philosophy and Social Sciences Edition, 49(6): 181-185.
[15] Ren, P., Zhang, Y. Y., Qin, X. N., Guo, X. L., & Zhao, Q. 2017. The impact of junior high school students’ belief in a just world on their academic achievement: The mediating roles of perceived teacher support and classroom justice. Psychological Development and Education, 33(2): 191-197.
[16] Jensen, M. T., Solheim, O. J., & Idsøe, E. M. C. 2019. Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement. Social Psychology of Education, 22, 247-266.
[17] Torbergsen, H., Utvær, B. K., & Haugan, G. 2023. Nursing students’ perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes. Learning and Motivation, 81.
[18] Ghaith, G. M., Shaaban, K. A., & Harkous, S. A. 2007. An investigation of the relationship between forms of positive interdependence, social support, and selected aspects of classroom climate. System, 35(2): 229-240.
[19] Jiang, Y. 2020. Research on teacher factors influencing Chinese college students’ foreign language enjoyment. Foreign Language World, (1): 60-68.
[20] Liu, X. H., Guo, J. D., & Wang, M. F. 2024. The relationship between English learners’ perceived teacher support and classroom social engagement: The mediating roles of interaction value and anxiety self-regulation. Modern Foreign Languages, 47(4): 516-527.
[21] Xu, J. F., & Long, Z. B. 2022. Research on learners’ writing feedback engagement in a multi-interactive environment. Foreign Languages and Teaching, (5): 21-31+144-145.
[22] Yu, H. J., Peng, H. Y., Huang, T., et al. 2024. A diachronic study of foreign language enjoyment and learning engagement. Modern Foreign Languages, 47(1): 101-113.
[23] Luan, L., Dong, Y., & Liu, J. J. 2022. The impact of teacher support strategies on college students’ online learning engagement. Modern Educational Technology, 32(3): 119-126.
[24] Sadoughi, M., & Hejazi, S. Y. 2021. Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70.
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