College of Foreign Languages, Zhoukou Normal University, Zhoukou, Henan, 466000, China.
J Psycholinguist Res. 2023 Oct;52(5):1685-1705. doi: 10.1007/s10936-023-09954-3. Epub 2023 May 12.
Given the breakout of the Covide-19 pandemic, online L2 learning has become more popular than ever so traditional in-person classroom instruction is giving way to virtual learning. The different approaches to virtual L2 learning entail learners' serious engagement to create their own learning pace. Instructors have a lasting effect on the students when they decide on how, where, and how well learners figure out and how they engage in interactions with each other. Engagement is concerned with rapport, which can be reinforced through scaffolding. Fostering rapport is claimed to improve engagement, degree of satisfaction, and collaboration, leading to effective engagement in the learning process. However, on the one hand, the relation between the two variables has not been examined in language learning, and on the other hand, they have not been investigated in an online scaffolding setting. In order to consider the issue, 586 EFL participants from universities in China were asked to take part in the study and they should answer two questionnaires, namely the student engagement instrument, and the teacher-student rapport scale. In so doing, 494 respondents were kept for the main analysis. The correlation between the two constructs through structural equation modeling (SEM) was 0.714, which is considered a significant and strong correlation. In a nutshell, some academic recommendations for educational stakeholders are provided.
鉴于新冠疫情的爆发，在线学习比以往任何时候都更加流行，传统的面授课堂教学正在让位于虚拟学习。虚拟第二语言学习的不同方法要求学习者认真参与，创造自己的学习节奏。当教师决定如何、何地以及学习者如何理解和相互参与时，他们对学生有持久的影响。参与度与融洽度有关，融洽度可以通过支架来加强。有人声称，培养融洽关系可以提高参与度、满意度和协作度，从而有效地参与学习过程。然而，一方面，这两个变量之间的关系在语言学习中尚未得到检验，另一方面，它们也没有在在线支架环境中进行研究。为了考虑这个问题，来自中国大学的 586 名 EFL 参与者被要求参与这项研究，他们应该回答两个问卷，即学生参与工具和师生融洽度量表。通过结构方程建模（SEM）对这两个结构进行相关性分析，其相关性为 0.714，这被认为是一个显著且强的相关性。简而言之，为教育利益相关者提供了一些学术建议。
