پديد آورندگان :
Farzaneh, Shakki Postdoctoral Researcher at the English Language and Literature Department - Golestan University - Gorgan, Iran
كليدواژه :
Iranian students , EFL classes , teacher-student rapport , teacher support , L2 engagement
چكيده لاتين :
Given that L2 engagement serves a vital role in students’ academic
success, studying the predictors of this construct seems critical.
Notwithstanding, factors influencing one’s engagement in an L2
context have remained unclear. To respond to this gap, the current
research aimed to unravel the effects of teacher-student rapport and
teacher support on Iranian EFL students’ L2 engagement. In doing
so, 216 Iranian students majoring in Applied Linguistics,
Linguistics, English Translation, or English Literature were invited
to cooperate in this investigation. To obtain the required data, three
pre-designed scales were virtually distributed among the
respondents. Then, through correlation tests, the association
between teacher support, teacher-student rapport, and student L2
engagement was measured. Following that, the effects of teacherstudent
rapport and teacher support on Iranian students’ L2
engagement was assessed using Structural Equation Modeling
(SEM). The correlational analysis uncovered a strong, favorable
association between constructs. The SEM analysis also indicated
that teacher-student rapport and teacher support can strongly
influence Iranian students’ engagement in EFL classes. The
implications of results are further discussed.
