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      Toward the Role of Teacher Caring and Teacher-Student Rapport in Predicting English as a Foreign Language Learners’ Willingness to Communicate in Second Language

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          Abstract

          Following the advent of positive psychology (PP), positive communication behaviors have been studied as significant predictors of language learners’ willingness to communicate in second language (L2WTC). Yet, the role of two important communication behaviors, namely teacher caring and teacher-student rapport, in predicting EFL learners’ L2WTC has remained elusive. To address this gap, this investigation assessed the impact of teacher caring and teacher-student rapport on Chinese EFL learners’ L2WTC. To do so, 4392 Chinese EFL learners were invited to answer three reliable questionnaires. Performing Spearman correlation analysis, favorable relationships were found among the variables. Multiple regression analysis was also conducted to inspect the potential of teacher caring and teacher-student rapport in predicting Chinese EFL learners’ L2WTC. The outcomes of multiple regression analysis indicated that Chinese EFL learners’ L2WTC can be substantially predicted by teacher caring behaviors and teacher-student rapport. The implications and limitations of the findings are also discussed.

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          Goodwill: A reexamination of the construct and its measurement

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            Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

            In addressing the recent special issue in Frontiers in Psychology , namely “ Positive Psychology in Foreign and Second Language Education: Approaches and Applications ,” calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.
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              Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                06 May 2022
                2022
                : 13
                Affiliations
                [1] 1Institute of Education, Xiamen University , Xiamen, China
                [2] 2Office of Development Planning and Quality Assurance, Xiamen City University , Xiamen, China
                [3] 3School of Teacher Education, Shaoxing University , Shaoxing, China
                Author notes

                Edited by: Ali Derakhshan, Golestan University, Iran

                Reviewed by: Musa Nushi, Shahid Beheshti University, Iran; Mohammadsadegh Taghizadeh, Allameh Tabataba’i University, Iran

                *Correspondence: Lili Song, songlili@ 123456stu.xmu.edu.cn

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2022.874522
                9120582
                921b1d30-dac0-4cfc-a216-f46396b20ca7
                Copyright © 2022 Song, Luo and Zhan.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                Page count
                Figures: 0, Tables: 5, Equations: 0, References: 88, Pages: 8, Words: 6855
                Categories
                Psychology
                Empirical Study

                Clinical Psychology & Psychiatry
                teacher caring,teacher-student rapport,efl learners,positive psychology,willingness to communicate in second language (l2wtc)

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