Sign in Subscribe
Teachers

Research Reveals Key Factors Influencing Classroom Engagement of Chinese EFL Learners

Strategic Insights

— 1 min read

New research on psychology from Guangzhou, People's Republic of China, has shed light on the factors that influence classroom engagement among Chinese English as a Foreign Language (EFL) learners. According to the study, university teachers' teaching styles and self-efficacy play a crucial role in determining learners' engagement. The research found that cognitive-oriented teaching styles, such as logical and creative approaches, have a positive impact on learners' engagement, whereas affective-oriented styles, including humorous and caring approaches, do not have a significant effect. Furthermore, the study revealed that students' self-efficacy directly predicts classroom engagement and mediates the link between teaching style and engagement.

Key Takeaways:

  • The study investigated how university teachers' teaching styles influence EFL learners' classroom engagement through the mediating role of self-efficacy.
  • A total of 1,064 EFL learners from seven Chinese universities and colleges participated in the research.
  • The study found that cognitive-oriented teaching styles (logical and creative approaches) can significantly predict EFL learners' classroom engagement.
  • Students' self-efficacy could directly predict classroom engagement and mediated the link between teaching style (logical and creative approaches) and classroom engagement.
  • The research contributes to the understanding of the differential mechanisms through which cognitive-oriented teaching styles and affective-oriented styles influence EFL learners' classroom engagement.
  • The findings provide concrete references for teacher training programs to prioritize logic-based instructional scaffolding and creative thinking stimulation techniques.

Statistics:

  • 1,064 EFL learners from seven Chinese universities and colleges participated in the research.
  • The study used structural equation modeling (SEM) to test the mediating role of self-efficacy.
  • The hypothesized model was evaluated using SEM to assess the path coefficients and overall predictive capability of the model.
  • The research found that students' self-efficacy directly predicts classroom engagement.
  • The study revealed that the cognitive-oriented teaching styles (logical and creative approaches) can significantly predict EFL learners' classroom engagement.

Sources:

  • Effect of university teachers' teaching style on EFL learners' classroom engagement: the mediating role of self-efficacy. BMC Psychology, 2025;13(1):749.
  • BMC Psychology can be contacted at: Springernature, Campus, 4 Crinan St, London, N1 9XW, England.
  • Wei Zhou, School of Foreign Languages, Guangzhou Huashang College, Guangzhou, 511300, People's Republic of China.

Read more