Author(s)

Bin Xu ¹, Tianrui Jing ²

Affiliation(s)

¹ School of Information Science and Technology, Northeast Normal University, Changchun, Jilin, China
² School of Business, Harbin University of Commerce, Harbin, Heilongjiang, China

Corresponding Author

Bin Xu

ABSTRACT

With the rapid development of digital technology, online education has transcended the limitations of time and space, offering rich and high-quality educational resources that facilitate the implementation of fair, just, and personalized education that meets the needs of the people. In the context of China's education digitalization strategy, online learning has emerged as a significant method for college students to learn English. However, learners encounter numerous difficulties and challenges during this process, which can impact their learning emotions and effectiveness. As teachers play a pivotal role in online English learning activities, their supportive behaviors have a profound impact on learners' academic emotions. This study conducted a questionnaire survey involving 100 undergraduate students enrolled in an online College English course at a university. The objective was to investigate the influence of teacher support strategies on college students' online English learning emotions, to enhance the quality of online English teaching. The study categorized teacher support strategies into emotional, professional, social, and instrumental support, and classified online English learning emotions into pleasant and boring emotions. The results indicated that teachers demonstrated strong performance in all aspects of support, although there is still room for improvement. Students exhibited a high level of enjoyment in online English learning, yet their satisfaction with interaction within the learning group and their recognition of boredom required enhancement. Consequently, teachers should adopt strategies such as personalized support, fostering increased interaction and communication, and providing timely and specific feedback to elevate students' learning enjoyment and mitigate boredom, ultimately enhancing the quality and effectiveness of online learning.

KEYWORDS

Teachers' support strategies, Online learning, Foreign language learning, Academic emotions

CITE THIS PAPER

Bin Xu, Tianrui Jing, Exploring the Impact of Teachers' Support Strategies on College Students' Academic Emotion in Online English Learning. Advances in Educational Technology and Psychology (2024) Vol. 8: 29-35. DOI: http://dx.doi.org/10.23977/aetp.2024.080505.

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