Teacher Interpersonal Behaviours, Communication Apprehension, Self-Efficacy and Academic Engagement in Technology-Mediated EFL Classrooms: A Cross-Sectional Study of Mongolian Trilingual Learners
EUROPEAN JOURNAL OF EDUCATION, cilt.61, sa.1, ss.1-13, 2025 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 61 Sayı: 1
- Basım Tarihi: 2025
- Doi Numarası: 10.1111/ejed.70397
- Dergi Adı: EUROPEAN JOURNAL OF EDUCATION
- Derginin Tarandığı İndeksler: Scopus, Social Sciences Citation Index (SSCI), IBZ Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Public Affairs Index
- Sayfa Sayıları: ss.1-13
- İstanbul Medipol Üniversitesi Adresli: Evet
Özet
Grounded in social constructivist and affective learning perspectives, this study addressed a key research gap concerning howteacher interpersonal behaviours and emotional factors jointly influence Mongolian English as a Foreign Language (EFL) learn-ers' engagement in technology-mediated classrooms. Despite extensive research on teacher–student interactions and learner affectin other regions, Mongolian trilingual learners in the Inner Mongolia Autonomous Region of China remain underrepresented inempirical inquiry. To bridge this gap, the present study examined the relationships among teacher interpersonal behaviours, com-munication apprehension, self-efficacy, willingness to communicate and academic engagement. Participants were 588 Mongoliantrilingual undergraduates selected through purposive sampling. Data were collected via five validated scales, and analyses wereconducted using SPSS Version 27 for descriptive, correlational and regression analyses, and AMOS Version 24 for structural equa-tion modelling (SEM). Results revealed strong positive correlations among the main constructs, with SEM indicating that teacherinterpersonal behaviours (β = 0.42, p < 0.001) positively predicted self-efficacy, willingness to communicate and engagement, whilecommunication apprehension (β =−0.36, p < 0.001) negatively affected these outcomes. The model explained 64% of the variance inacademic engagement, supporting the hypothesised relationships. These findings highlight the critical role of supportive teacher–student relationships and the need to address emotional barriers in digital learning environments. The study contributes theoret-ically by extending engagement models to trilingual, technology-enhanced EFL contexts and practically by offering pedagogicalrecommendations for fostering affective support and reducing communication apprehension to optimise learner participation