The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context

Lei Feng, Li He () and Jie Ding
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Lei Feng: Languages & Communication Studies, Beijing Jiaotong University, Beijing 100044, China
Li He: Languages & Communication Studies, Beijing Jiaotong University, Beijing 100044, China
Jie Ding: The Centre for Foreign Languages Education and Assessment Research, Luoyang Normal University, Luoyang 471934, China

Sustainability, 2023, vol. 15, issue 8, 1-17

Abstract: The present study intended to examine the relationship between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts. A sample of 960 Chinese undergraduate and postgraduate students was recruited to participate in the online questionnaire. SPSS version 24.0 was used for descriptive, correlation, independent samples t -test, and mediation analysis of the three variables. The results showed that: (1) there is a significant correlation between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement; (2) students’ ICT self-efficacy partially mediates the relationship between perceived teacher support and student online English academic engagement; (3) students’ ICT self-efficacies differed by sex and level of education, but not by major; (4) students’ sense of self-competence in ICT self-efficacy has a significant positive influence on engagement with online English learning. The findings reveal that students’ ICT self-efficacy positively impacts students’ online English learning, and perceived teacher support also affects students’ learning engagement. School administrators should encourage teachers to focus on students’ online self-efficacy, especially the sense of environmental control. Implications and further directions for future research are presented at the end.

Keywords: perceived teacher support; ICT self-efficacy; online English academic engagement; sex; blended learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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