Learners' Agency, Beliefs, Mindsets and Teacher Autonomy as Predictors of Willingness to Communicate in Online Learning.
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| Title: | Learners' Agency, Beliefs, Mindsets and Teacher Autonomy as Predictors of Willingness to Communicate in Online Learning. |
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| Authors: | Amalia, Suci Nugrah1 suci.nugrahamalia@gmail.com, Nurisma, Radina Anggun2 radinaanggun@gmail.com, Widiati, Utami1 utami.widiati.fs@um.ac.id, Prihandoko, Lastika Ary3 prihandoko@staff.uns.ac.id |
| Source: | TESL-EJ. Nov2023, Vol. 27 Issue 3, p1-21. 21p. |
| Subject Terms: | *Freedom of teaching, *Online education, *Teacher-student communication |
| Abstract: | English-as-a-foreign-language (EFL) students' willingness to communicate (WTC) is required both in face-to-face (F2F) and online learning. While literature had extensively explored students' WTC factors in F2F learning, studies on students' WTC factors in online learning were still limited. Hence, this exploratory factor analysis (EFA) study aimed at investigating the interplays among learner agency, learner beliefs, growth language mindset, and teacher autonomy support as predictors of students' WTC in online learning by testing eight formulated hypotheses about the possible interplays. Using Partial Least Square-Structural Equation Modeling (PLS-SEM), we carried out the study with 367 EFL students from several universities in Indonesia who had experienced online English classes and invited them to voluntarily respond to an online survey questionnaire using a Google form. The results demonstrated positive and significant relationships among the variables, indicating that learner agency, learner beliefs, growth language mindset, and teacher autonomy support are significant predictors of WTC in online learning. EFL teachers might use the results of this study as a consideration to proactively encourage students' WTC in online learning. Future research directions and other pedagogical implications are also discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 173956586 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Learners' Agency, Beliefs, Mindsets and Teacher Autonomy as Predictors of Willingness to Communicate in Online Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Amalia%2C+Suci+Nugrah%22">Amalia, Suci Nugrah</searchLink><relatesTo>1</relatesTo><i> suci.nugrahamalia@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Nurisma%2C+Radina+Anggun%22">Nurisma, Radina Anggun</searchLink><relatesTo>2</relatesTo><i> radinaanggun@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Widiati%2C+Utami%22">Widiati, Utami</searchLink><relatesTo>1</relatesTo><i> utami.widiati.fs@um.ac.id</i><br /><searchLink fieldCode="AR" term="%22Prihandoko%2C+Lastika+Ary%22">Prihandoko, Lastika Ary</searchLink><relatesTo>3</relatesTo><i> prihandoko@staff.uns.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. Nov2023, Vol. 27 Issue 3, p1-21. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Freedom+of+teaching%22">Freedom of teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: English-as-a-foreign-language (EFL) students' willingness to communicate (WTC) is required both in face-to-face (F2F) and online learning. While literature had extensively explored students' WTC factors in F2F learning, studies on students' WTC factors in online learning were still limited. Hence, this exploratory factor analysis (EFA) study aimed at investigating the interplays among learner agency, learner beliefs, growth language mindset, and teacher autonomy support as predictors of students' WTC in online learning by testing eight formulated hypotheses about the possible interplays. Using Partial Least Square-Structural Equation Modeling (PLS-SEM), we carried out the study with 367 EFL students from several universities in Indonesia who had experienced online English classes and invited them to voluntarily respond to an online survey questionnaire using a Google form. The results demonstrated positive and significant relationships among the variables, indicating that learner agency, learner beliefs, growth language mindset, and teacher autonomy support are significant predictors of WTC in online learning. EFL teachers might use the results of this study as a consideration to proactively encourage students' WTC in online learning. Future research directions and other pedagogical implications are also discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173956586 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55593/ej.27107a3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1 Subjects: – SubjectFull: Freedom of teaching Type: general – SubjectFull: Online education Type: general – SubjectFull: Teacher-student communication Type: general Titles: – TitleFull: Learners' Agency, Beliefs, Mindsets and Teacher Autonomy as Predictors of Willingness to Communicate in Online Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Amalia, Suci Nugrah – PersonEntity: Name: NameFull: Nurisma, Radina Anggun – PersonEntity: Name: NameFull: Widiati, Utami – PersonEntity: Name: NameFull: Prihandoko, Lastika Ary IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 27 – Type: issue Value: 3 Titles: – TitleFull: TESL-EJ Type: main |
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