TY - JOUR
T1 - “Crossing the Rubicon”
T2 - Understanding Chinese EFL students’ volitional process underlying in-class participation with the theory of planned behaviour
AU - Girardelli, Davide
AU - Patel, Vijay K.
AU - Martins-Shannon, Janine
N1 - Publisher Copyright:
© 2017 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2017/5/19
Y1 - 2017/5/19
N2 - An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students’ in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes.
AB - An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students’ in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes.
KW - face-saving
KW - foreign language classroom anxiety
KW - In-class participation
KW - self-efficacy
KW - theory of planned behaviour
UR - http://www.scopus.com/inward/record.url?scp=85033699821&partnerID=8YFLogxK
U2 - 10.1080/13803611.2017.1398668
DO - 10.1080/13803611.2017.1398668
M3 - Article
AN - SCOPUS:85033699821
SN - 1380-3611
VL - 23
SP - 119
EP - 137
JO - Educational Research and Evaluation
JF - Educational Research and Evaluation
IS - 3-4
ER -