Teacher and peer support on L2 engagement: Mediation by Ideal and Ought-to L2 selves

• Ou, Junling ^[1]
  1. [1] Hunan Normal University

     Hunan Normal University

     China

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 44, 2025 (Ejemplar dedicado a: June), págs. 105-126
• Idioma: inglés
• Títulos paralelos:
  • El apoyo del profesor y de los compañeros en el compromiso con la L2: Mediación del yo ideal y del yo que debería ser en L2
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Aprender inglés como segunda lengua es crucial para los estudiantes universitarios chinos. Este estudio examina el impacto del apoyo de los profesores, el apoyo de los compañeros y la motivación por la segunda lengua (L2) en la participación de los estudiantes dentro de un nuevo modelo de enseñanza. En total, 502 estudiantes universitarios chinos participaron en la investigación, que utilizó AMOS 24 para realizar un análisis de modelo de ecuaciones estructurales (SEM). Los resultados cuantitativos indicaron que tanto el apoyo de los profesores como el de los compañeros tienen una influencia directa y significativa en la participación de los estudiantes en las aulas de inglés como segunda lengua (ESL) en el modelo de aula invertida. El estudio también reveló que el "Ideal L2 self" y el "Ought-to L2 self" mediaron la relación entre el apoyo de los profesores, el apoyo de los compañeros y la participación de los estudiantes。Además, el apoyo de los profesores influyó indirectamente en la participación de los estudiantes a través del efecto mediador en cadena del apoyo de los compañeros y el "Ought-to L2 self", mientras que el apoyo de los compañeros influyó indirectamente en la participación de los estudiantes a través del efecto mediador en cadena del "Ought-to L2 self" y el "Ideal L2 self". Además, se encontró que el "Ought-to L2 self" tuvo un papel mediador más significativo entre el apoyo de los profesores, el apoyo de los compañeros y la participación que el "Ideal L2 self"。El efecto mediador del "Ideal L2 self" entre el apoyo de los compañeros y la participación fue más fuerte que el efecto entre el apoyo de los profesores y la participación. Estos resultados subrayan la importancia del apoyo de los compañeros, el apoyo de los profesores y la motivación.

  • English

    Learning English as a second language is crucial for Chinese college students. This study examines the impact of teacher support, peer support, and second language (L2) motivation on student engagement within a new teaching model. A total of 502 Chinese college students were engaged in the research, which utilized AMOS 24 to conduct a structural equation model (SEM) analysis. The quantitative findings indicated that both teacher and peer support had a direct and significant influence on student engagement in ESL flipped classrooms. The study also revealed that the Ideal L2 self and Ought-to L2 self mediated the relationship between teacher support, peer support, and student engagement. Additionally, teacher support indirectly influenced student engagement through the chain mediating effect of peer support and the Ought-to L2 self, while peer support indirectly influenced student engagement via the chain mediating effect of the Ought-to L2 self and the Ideal L2 self. Furthermore, the Ought-to L2 self was found to have played a more significant mediating role between teacher support, peer support, and engagement than the Ideal L2 self. The mediating effect of the Ideal L2 self between peer support and engagement was stronger than that between teacher support and engagement. These results underscore the importance of peer, teacher support and L2 motivation in fostering student engagement in ESL classrooms. Additionally, the creation of a classroom environment that fosters peer assistance, healthy competition, and L2 motivation is identified as crucial for enhancing student engagement.

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