"Crossing the Rubicon": Understanding Chinese EFL Students' Volitional Process Underlying In-Class Participation with the Theory of Planned Behaviour

Autor/inn/en	Girardelli, Davide; Patel, Vijay K.; Martins-Shannon, Janine
Titel	"Crossing the Rubicon": Understanding Chinese EFL Students' Volitional Process Underlying In-Class Participation with the Theory of Planned Behaviour
Quelle	In: Educational Research and Evaluation, 23 (2017) 3-4, S.119-137 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2017.1398668
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Path Analysis; Self Efficacy; Intention; Student Participation; Teaching Methods; Group Dynamics; Classroom Communication; International Education; Student Surveys; Least Squares Statistics; Student Attitudes; Anxiety; Foreign Students; Cultural Differences; Asians; College Students; Behavior Theories; Structural Equation Models; Statistical Analysis + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pfadanalyse; Self-efficacy; Selbstwirksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendynamik; Klassengespräch; Internationale Erziehung; Schülerbefragung; Schülerverhalten; Angst; Kultureller Unterschied; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Statistische Analyse
Abstract	An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students' in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01