Predicting English as a foreign language learners’ motivation through teachers’ credibility and self-efficacy: Using structural equation modeling

Aigui Wang; Hongwu Yang

Predicting English as a foreign language learners’ motivation through teachers’ credibility and self-efficacy: Using structural equation modeling

Wang, Aigui ^[1] ; Yang, Hongwu ^[1]
1. [1] Suzhou University of Science and Technology
  
  Suzhou University of Science and Technology
  
  China
Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 43, 2025, págs. 253-271
Idioma: inglés
DOI: 10.30827/portalin.vi43.29347
Títulos paralelos:
- La predictibilidad de la motivación de los estudiantes de inglés como lengua extranjera a través de la credibilidad y la autoeficacia de los profesores
Enlaces
- Texto completo (pdf)
Resumen
- español
  Para aumentar la motivación de los estudiantes, los educadores tienen un impacto notable en este proceso, y diversos aspectos asociados a los profesores como sus rasgos y creencias en sus capacidades. Como resultado, este estudio se realizó para examinar el impacto de la autoeficacia y la credibilidad de los profesores de inglés como lengua extranjera (EFL) en la motivación de los alumnos. En consecuencia, 316 estudiantes de inglés como lengua extranjera (EFL) participaron en la investigación. Se les entregaron tres escalas a los estudiantes y la información recopilada se analizó mediante el modelado de ecuaciones estructurales (SEM). Los resultados indicaron que tanto la credibilidad como la autoeficacia de los profesores han demostrado tener un impacto en la motivación de los alumnos en el campo educativo de EFL. El 68% de los cambios en la motivación de los estudiantes de EFL pueden ser predichos por la credibilidad de sus profesores, y alrededor del 71% de los cambios en la motivación de los alumnos de EFL pueden ser predichos por la autoeficacia de sus profesores. Se presentaron los resultados del estudio y sus implicaciones para la enseñanza, y también se proporcionaron sugerencias para futuros estudios.
- English
  To boost students’ motivation, educators have a noteworthy impact on this progress, and various aspects associated with teachers such as their traits and beliefs in their abilities. For a long time, it has been broadly acknowledged that self-efficacy is an essential element of motivation that impacts how students engage with their studies. Also, another element is the credibility of the teacher, which pertains to how much the students believe in the teacher. As a result, this study was carried out to inspect the impact of EFL teachers’ self-efficacy and credibility on learners’ motivation. Accordingly, 316 English as a Foreign Language (EFL) learners participated in the research. Three scales were given to the students and the gathered information was analyzed using structural equation modeling (SEM). The findings indicated that both teachers’ credibility and self-efficacy have been proven to impact learners’ motivation in the EFL educational field. 68% of changes in the EFL students’ motivation can be predicted by their teachers’ credibility, and about 71% of changes in the EFL learners’ motivation can be predicted by their teachers’ self-efficacy. The outcomes of the study and their implications for teaching were presented, and suggestions for future studies were also provided.
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