Ye Di, Sun Suping, Zhao Dongmei
School of Foreign Studies, Tangshan Normal University, Tangshan, China.
Front Psychol. 2022 Jul 6;13:937624. doi: 10.3389/fpsyg.2022.937624. eCollection 2022.
Since student L2 achievement is the primary objective of all language education contexts, a huge number of inquiries have explored the role of students' personal characteristics in promoting their L2 achievement. A plethora of studies have also assessed the impact of teachers' personal and professional qualities on students' L2 achievement. Yet, the effects of teachers' organizational commitment and loving pedagogy have largely been neglected. In addition, no review article has been undertaken to outline the consequences of teachers' organizational commitment and loving pedagogy for students' L2 achievement. Against this backdrop, the present article intends to describe the role of teachers' organizational commitment and loving pedagogy in EFL students' L2 achievement by reviewing the theoretical and empirical evidence. The review revealed that teachers' organizational commitment and loving pedagogy can favorably influence EFL students' L2 achievement. The implications for language teachers, teacher trainers, and educational administrators are also discussed.
由于学生的二语学习成绩是所有语言教育环境的主要目标，大量研究探讨了学生个人特征在促进其二语学习成绩方面的作用。众多研究还评估了教师个人和专业素质对学生二语学习成绩的影响。然而，教师的组织承诺和关爱教学法的影响在很大程度上被忽视了。此外，尚未有综述文章概述教师的组织承诺和关爱教学法对学生二语学习成绩的影响。在此背景下，本文旨在通过回顾理论和实证证据，描述教师的组织承诺和关爱教学法在外语学生二语学习成绩中的作用。综述表明，教师的组织承诺和关爱教学法可以对英语外语学生的二语学习成绩产生积极影响。本文还讨论了对语言教师、教师培训师和教育管理人员的启示。
