ArticleFrontiers in psychology2021
The Role of Chinese EMI Teachers' Clarity and Credibility in Fostering Students' Academic Engagement and Willingness to Attend Classes.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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6 citing papers in PubMed, 27 citations in OpenAlex.
- Effects of online learning climate on students' engagement and wellbeing: the mediating role of teacher credibility and positive academic emotions.Frontiers in psychology · 2026Article
- Article
- The predicting role of EFL teachers' immediacy behaviors in students' willingness to communicate and academic engagement.BMC psychology · 2023Article
- The role of teacher empathy and immediacy in Chinese EFL students' affective learning outcomes: unveiling the associations.Frontiers in psychology · 2023Article
- EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?Frontiers in psychology · 2022Review
- Toward the Role of L2 Enjoyment in EFL Students' Academic Motivation and Engagement.Frontiers in psychology · 2021Article
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1 author at 1 institution in 1 country.
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Abstract
Given the fact that students' absence and disengagement are among the major challenges that teachers experience in educational contexts, investigating factors contributing to students' academic engagement and willingness to attend classes is of high importance. These challenges are more common in English as a medium of instruction (EMI) classes wherein students are usually not skilled enough to participate in academic tasks and activities. Accordingly, the present study probed into the role of Chinese EMI teachers' clarity and credibility in fostering students' academic engagement and willingness to attend classes. In doing so, the E-version of Teacher Clarity Short Inventory, Source Credibility Scale, Utrecht Work Engagement Scale for Students, and Willingness to Attend Classes Questionnaire was virtually distributed among 832 Chinese college students. Performing correlational analyses, strong associations were found between teachers' clarity and credibility and students' academic engagement and willingness to attend classes. To assess the power of Chinese EMI teachers' clarity and credibility in predicting students' academic engagement and willingness to attend classes, structural equation modeling (SEM) was employed. The results of SEM analysis illuminated that both teacher clarity and credibility are strong predictors of students' academic engagement and willingness to attend classes. The implications of the findings are also discussed.
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