Teacher Engagement in Language Teaching: Investigating Self-Efficacy for Teaching Based on the Project "Sino-Greece Online Chinese Language Classrooms".

Chunrong Bao,Helen R Dixon,Lawrence Jun Zhang

doi:10.3389/fpsyg.2021.710736

Abstract

The support of sustainable learning of foreign languages requires teacher engagement and a high level of self-efficacy, both of which are cornerstones for the persistence of teachers in carrying out teaching activities to help learning. The need for such attributes is even more crucial when online learning platforms as a mode of delivery are becoming increasingly popular. We would argue that keeping students engaged and motivated to attain their academic success online calls for the increased levels of resilience and efforts of teachers. Although self-efficacy of teachers has been widely considered crucial in the professional practices of teachers, there is a paucity of research studies on the self-efficacy of teachers who teach Chinese as a foreign language (CFL) using online platforms. Such a gap becomes prominent after the sudden outbreak of the COVID-19 pandemic, especially in places where there are now numerous calls for online CFL classes. In order to fill in this gap, this study was conducted with a frontline CFL teacher as the participant and aimed to detect thoroughly the trajectories of self-efficacy of a CFL teacher in a completely new teaching context. Embedded in the Project of Sino-Greece Online Chinese Language Classrooms, this study employed narrative inquiry and case study as methodological approaches. Thematic analysis was used to analyze the data that consisted of written narratives (the teacher's teaching journals and reflections, field notes of teaching assistant, and emails of students) and spoken narratives. Three research questions guided this study: What are the teacher's beliefs about (1) the opportunity of teaching CFL online? (2) the management of this online project? (3) her personal capability to foster students' engagement in this project? These three questions focused, respectively, on the three components of the self-efficacy system of a teacher (personal efficacy, efficacy within the organization, and professional efficacy). Findings illustrated that the efficacy beliefs of the teacher in these three aspects were at different levels, which resulted from the interplay of external and internal factors; when external factors appeared to be negative, internal factors seemed to play an essential role.

Highlights

While the development of the internet has fostered online teaching in the past two decades (Feghali et al, 2021), it is since the sudden outbreak of COVID-19 that online teaching and learning have become a central topic for investigation
By detecting the details of both external and internal factors, it provides a deep insight into the dynamic psychological states of a teacher as she faced a new teaching environment and made ongoing efforts to motivate students to engage in learning
Self-efficacy beliefs of CB were mediated by the interplay of external factors and internal factors

Summary

Introduction

While the development of the internet has fostered online teaching in the past two decades (Feghali et al, 2021), it is since the sudden outbreak of COVID-19 that online teaching and learning have become a central topic for investigation. It would seem that online teaching may occur in the longer term as it becomes a long-lasting, preferred delivery mode (GonzálezLloret, 2020). Online delivery provides students with learning resources directly; students have more choices of learning outside their schools or universities. It can create a virtual community that bridges the teacher-student geographical distance and embraces various cultures so that both teachers and students can communicate conveniently and have a sense of belonging (Du et al, 2010; González-Lloret, 2020). As long as highly motivated, any person can be enrolled in online courses to pursue specific learning goals (Feghali et al, 2021)

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Conclusion