Abstract
AbstractTeacher support, as an essential type of social support and an important antecedent of many key outcomes in L2 learning, can significantly contribute to foreign language achievement. Although teacher support has received considerable attention in education and educational psychology, it has drawn scanty attention in foreign language and applied linguistics research. Therefore, the present study aimed to fill in this research gap by developing and validating a domain-specific scale to measure the types of teacher support perceived by English as a Foreign Language (EFL) learners. An initial item pool was constructed based on some generic measures of teacher support and semi-structured interviews with EFL learners. Then, the items were submitted to a panel of experts and their content validity was checked using the content validity index. After a series of exploratory and confirmatory factor analyses, the final version of the Foreign Language Teacher Support Scale (FLTSS) measuring four types of perceived teacher support, namely, emotional, instrumental, appraisal, and informational, was prepared. The results of examining different types of validity and reliability indicated that the scale is suitable for measuring different types of perceived teacher support. Some suggestions for further research are presented.
Publisher
Springer Science and Business Media LLC
Subject
Linguistics and Language,Language and Linguistics
Reference91 articles.
1. Abu Rabia, S. (2004). Teachers’ role, learners’ gender differences, and FL anxiety among seventh grade students studying English as a FL. Educational Psychology, 24(5), 711–721. https://doi.org/10.1080/0144341042000263006.
2. Ahmed, W., Minnaert, A., van der Werf, G., & Kuyper, H. (2010). Perceived social support and early adolescents’ achievement: the mediational roles of motivational beliefs and emotions. Journal of Youth and Adolescence, 39(1), 36–46. https://doi.org/10.1007/s10964-008-9367-7.
3. Aldridge, J., Afari, E., & Fraser, B. (2012). Influence of teacher support and personal relevance on academic self-efficacy and enjoyment of mathematics lessons: a structural equation modelling approach. The Alberta Journal of Educational Research, 58(4), 614–633.
4. Aldridge, J. M., Fraser, B. J., & Huang, T. C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48–62. https://doi.org/10.1080/00220679909597628.
5. Anderman, L. H., Andrzejewski, C. E., & Allen, J. (2011). How do teachers support students’ motivation and learning in their classrooms? Teachers College Record, 113(5), 969–1003. https://doi.org/10.1177/016146811111300502.
Cited by
11 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献