Enhancing emotional health and engagement in Chinese English language learners: an approach from teachers’ autonomy- supportive behavior, teachers’ harmony, and peer support in a two-sample study

Abstract

BackgroundIn the evolving landscape of Chinese education, understanding the factors that influence the emotional health and engagement of English language learners is increasingly vital. Against this backdrop, our study delves into how teachers’ autonomy-supportive behavior, teachers’ harmony, and peer support impact these key educational outcomes.AimThis study investigates the roles of teachers’ autonomy-supportive behavior, teachers’ harmony, and peer support in influencing the emotional health and engagement of English language learners in China.MethodInvolving a diverse sample of 68 English Language Teachers and their 389 students from various Chinese universities, the study leverages a convenience sampling method.ResultsKey findings indicate that students’ emotional health is predominantly influenced by peer support, while student engagement is significantly affected by a combination of teachers’ autonomy-supportive behavior, peer support, and teachers’ harmony. These outcomes highlight the importance of both teacher behavior and peer relationships in educational settings, underscoring their crucial roles in enhancing student well-being and engagement. The study’s methodology, incorporating a diverse sample from multiple educational institutions and a comprehensive analytical approach, offers robust insights. However, the limitations of convenience sampling and reliance on self-reported data necessitate a careful interpretation of the findings.ImplicationsImplications from this research are vital for educational policy and practice, emphasizing the need for interventions that enhance teacher-student relationships and foster supportive peer environments. This study adds to the body of knowledge on factors influencing emotional health and engagement among English language learners, advocating for a comprehensive approach in educational strategies and interventions.