Article Per Year (5 Year)
p-Index From 2019 - 2024
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This Author published in this journals
All Journal International Journal of Language Teaching and Education Nama jurnal : International Journal of Education and Humanities English Language Education Reviews
Yajun Wu
Foshan University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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How academic enjoyment affect achievement in Chinese EFL context: The role of organizational strategies and engagement Yajun Wu; Xia Kang
International Journal of Language Teaching and Education Vol. 6 No. 2 (2022): Volume 6, Issue 2, December 2022
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v6i2.20923

Abstract

Academic enjoyment, a positive emotion obtained from engaging in academic tasks, is positively related to the key indicators of academic outcomes, including learning strategy, academic engagement, motivation, and achievement. However, more studies are needed to understand the association between academic enjoyment and achievement, especially in the field of teaching English as a foreign language (EFL) in the Chinese context. This study aimed to investigate the mediating roles of organizational strategies and behavioural engagement in the relationship between academic enjoyment and EFL achievement. Data were collected from 499 Chinese secondary EFL learners during the seventh and eighth grades. Structural equation model (SEM) analyses found that academic enjoyment was positively linked to EFL achievement through the mediating roles of organizational strategy, behavioural engagement, and their chain relationship. The findings sorted out the theoretical framework of “academic enjoyment → organizational strategy → behavioural engagement → achievement”. Limitations and implications are discussed.
Relationship between Perceived Teacher Support and Learning Engagement in EFL Context: The Mediating Role of Achievement Emotions Yajun Wu; Xia Kang
International Journal of Education and Humanities Vol. 3 No. 1 (2023): International Journal of Education and Humanities (IJEH)
Publisher : Zenius Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v3i1.141

Abstract

The facilitative effect of teacher support on students’ consequential learning outcomes has been validated across student populations at all levels. However, few studies have explored the mediating mechanisms between teacher support and learning engagement, especially in English as a foreign language (EFL). The present study seeks to explore whether achievement emotions mediated the relationship between teacher support and learning engagement in learning EFL. Data were collected from 527 Chinese secondary EFL learners in Grades 7 and 8 through convenience sampling. Results of structural equation modelling (SEM) and mediation analysis showed that perceived teacher support was significantly associated with foreign language (FL) achievement emotions. FL achievement emotions, in turn, predicted learning engagement. These findings add to the evidence base for the beneficial effect of teacher support on EFL learners’ learning engagement. Implications and directions for future studies are discussed
Why Does Academic Enjoyment Affect Foreign Language Proficiency? The Mediating Role of Elaboration Strategies Yajun Wu; Xia Kang
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6421

Abstract

From the perspective of positive psychology, academic enjoyment, a positive achievement emotion, positively impacts school outcomes. However, studies have yet to explore the mediating mechanism between academic enjoyment and achievement. This research investigated the direct and indirect effects of academic enjoyment on foreign language (FL) proficiency. Specifically, this study endeavored to test the role of FL enjoyment on FL elaboration strategies and whether FL elaboration strategies, in turn, affects FL proficiency. Data were collected from 505 Chinese secondary school students aged 12 to 15 using convenience sampling. Structural equation modeling (SEM) and mediation analyses found that FL elaboration strategies partially mediated the relationship between FL enjoyment and FL proficiency. Implications, shortcomings, and directions for further studies are also discussed.
Co-Authors Xia Kang Xia Kang