Han Kunni
College of Liberal Arts, Journalism and Communication, Qingdao University, Qingdao, China.
Institute for Research on Portuguese-Speaking Countries, City University of Macau, Macau SAR, China.
Front Psychol. 2021 Oct 20;12:767079. doi: 10.3389/fpsyg.2021.767079. eCollection 2021.
Language learning achievement depends on student engagement which is at the center of attention these days. To assist students to become autonomous and independent learners, providing a social and supportive context is beneficial through autonomy-supportive and interaction. When learners are given the freedom to make choices about their education, they are likely to feel more enthusiastic and engaged. Moreover, learners' academic and social practices are largely influenced by educators, who play a major role as social agents and the function of the educators as the most dominant figures is the cornerstone of the language classroom. As there is a dearth of studies that have considered teachers and student interactions among all other effective issues and their significant effect on students' autonomy and engagement from the perspective of self-determination theory (autonomy support), the present review endeavors to focus on teacher-student interaction from the social perspective and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to elucidate the practice of teachers, students, teacher educators, materials developers.
语言学习成果取决于学生的参与度，而学生参与度是当下备受关注的核心。为帮助学生成为自主独立的学习者，通过自主性支持和互动提供一个社交性且具有支持性的环境是有益的。当学习者被给予对其教育做出选择的自由时，他们可能会感到更有热情并更积极参与。此外，学习者的学术和社交实践在很大程度上受到教育者的影响，教育者作为社会主体发挥着主要作用，且教育者作为最具主导地位的人物的作用是语言课堂的基石。由于缺乏从自我决定理论（自主性支持）的角度考虑教师与学生互动以及所有其他有效问题及其对学生自主性和参与度的显著影响的研究，本综述致力于从社会角度关注师生互动及其对英语外语课堂中学生参与度的影响。随后，提出了一些启示，以阐明教师、学生、教师教育工作者、教材开发者的实践。
