Predicting English as a foreign language learners’ motivation through teachers’ credibility and self-efficacy: Using structural equation modeling

Aigui Wang; Hongwu Yang

doi:10.30827/portalin.vi43.29347

Autores/as

Aigui Wang Suzhou University of Science and Technology, China https://orcid.org/0009-0003-3698-6553
Hongwu Yang Suzhou University of Science and Technology, China (Corresponding author) https://orcid.org/0009-0006-1401-451X

DOI:

https://doi.org/10.30827/portalin.vi43.29347

Palabras clave:

Credibilidad, Estudiante, Inglés como lengua extranjera, Motivación, Profesor; Relación profesor-estudiante

Resumen

Para aumentar la motivación de los estudiantes, los educadores tienen un impacto notable en este proceso, y diversos aspectos asociados a los profesores como sus rasgos y creencias en sus capacidades. Como resultado, este estudio se realizó para examinar el impacto de la autoeficacia y la credibilidad de los profesores de inglés como lengua extranjera (EFL) en la motivación de los alumnos. En consecuencia, 316 estudiantes de inglés como lengua extranjera (EFL) participaron en la investigación. Se les entregaron tres escalas a los estudiantes y la información recopilada se analizó mediante el modelado de ecuaciones estructurales (SEM). Los resultados indicaron que tanto la credibilidad como la autoeficacia de los profesores han demostrado tener un impacto en la motivación de los alumnos en el campo educativo de EFL. El 68% de los cambios en la motivación de los estudiantes de EFL pueden ser predichos por la credibilidad de sus profesores, y alrededor del 71% de los cambios en la motivación de los alumnos de EFL pueden ser predichos por la autoeficacia de sus profesores. Se presentaron los resultados del estudio y sus implicaciones para la enseñanza, y también se proporcionaron sugerencias para futuros estudios.

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Biografía del autor/a

Aigui Wang, Suzhou University of Science and Technology, China

Aigui Wang works as an associate professor in Marxist Education and Research at the School of Marxism, Suzhou University of Science and Technology, China. She once obtained her Master’s degree in Education of World History in Soochow University, and got her Ph.D degree in Ideological and Political Education in Soochow University. So far, she has published some papers in the area of Ideological and Political Education in educational context, many of which are SSCI-indexed journals. At present, she has been focusing her research on the theory and practice of Ideological and Political Education Teaching and Learning, as well as educational technology.

Hongwu Yang, Suzhou University of Science and Technology, China (Corresponding author)

Hongwu Yang is lecturer in applied linguistics at School of Foreign Languages and Literature, Suzhou University of Science and technology, also researcher of Center for Overseas Think Tank’s China Studies, Suzhou University of Science and Technology, People’s Republic of China. His research interest lies in teacher professional development, second language acquisition, EFL language teaching and learning in the Chinese context.

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