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The Influence of Teacher Emotional Support on Language Learners' Basic Psychological Needs, Emotions, and Emotional Engagement: Treatment-Based Evidence

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Title: The Influence of Teacher Emotional Support on Language Learners' Basic Psychological Needs, Emotions, and Emotional Engagement: Treatment-Based Evidence
Language: English
Authors: Fakieh Alrabai (ORCID 0000-0002-5040-3022), Wala Algazzaz (ORCID 0009-0000-5882-5513)
Source: Studies in Second Language Learning and Teaching. 2024 14(3):453-482.
Availability: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed: Y
Page Count: 30
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Psychological Needs, Teacher Student Relationship, Intervention, Anxiety, Learner Engagement, Student Attitudes, Classroom Environment, Comparative Analysis, Behavior Change, Student Behavior, Caring, Longitudinal Studies, College Students, Foreign Countries, Language Teachers
Geographic Terms: Saudi Arabia
Assessment and Survey Identifiers: Classroom Assessment Scoring System
ISSN: 2083-5205
2084-1965
Abstract: This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students' perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students' self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445316
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1445316
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  Data: The Influence of Teacher Emotional Support on Language Learners' Basic Psychological Needs, Emotions, and Emotional Engagement: Treatment-Based Evidence
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  Data: <searchLink fieldCode="AR" term="%22Fakieh+Alrabai%22">Fakieh Alrabai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5040-3022">0000-0002-5040-3022</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wala+Algazzaz%22">Wala Algazzaz</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-5882-5513">0009-0000-5882-5513</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Learning+and+Teaching%22"><i>Studies in Second Language Learning and Teaching</i></searchLink>. 2024 14(3):453-482.
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  Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
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  Data: 30
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students' perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students' self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.
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  Data: 2024
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  Data: EJ1445316
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      – Text: English
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        PageCount: 30
        StartPage: 453
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      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Psychological Needs
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Behavior Change
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      – SubjectFull: Student Behavior
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      – SubjectFull: Caring
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Teachers
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      – SubjectFull: Saudi Arabia
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      – SubjectFull: Classroom Assessment Scoring System
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      – TitleFull: The Influence of Teacher Emotional Support on Language Learners' Basic Psychological Needs, Emotions, and Emotional Engagement: Treatment-Based Evidence
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              Type: published
              Y: 2024
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