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

Author

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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)

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.

Suggested Citation

  • Lei Feng & Li He & Jie Ding, 2023. "The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context," Sustainability, MDPI, vol. 15(8), pages 1-17, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6839-:d:1126656
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    References listed on IDEAS

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    1. Jian-E Peng & Xiaowen (Serina) Xie, 2021. "English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness," Sustainability, MDPI, vol. 13(10), pages 1-20, May.
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    Cited by:

    1. Yanhua Yang, 2023. "Impact of Organizational Support on Students’ Information and Communication Technology Self-Efficacy, Engagement, and Satisfaction in a Blended Learning Environment: An Empirical Study," SAGE Open, , vol. 13(4), pages 21582440231, December.

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