The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms
Open Access
- 14 September 2021
- journal article
- review article
- Published by Frontiers Media SA in Frontiers in Psychology
Abstract
The emergent respect for the prominence of engagement in the present education has made it one of the most widespread inquiry issues that it has been regarded as the ultimate target of learning. In the language teaching field, the idea of student activities for learning is intensely rooted in the prevailing standards of effective language learning, which considers language communication and interaction as analytical for language improvement. Moreover, teachers as center of learning process is the most prominent research attention, and teachers play a key role in regulating the education process as well as students’ learning achievement. However, there is an absence of research which have considered teachers’ care and praise among all positive interpersonal behavior and its significant effect on students’ engagement. So, the present review attempts to focus on teacher care and praise, and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to clarify the practice of teachers, students, teacher educators, and materials developers.Funding Information
- China Postdoctoral Science Foundation (2018M642877)
This publication has 93 references indexed in Scilit:
- Recent trends in research on teacher–child relationshipsAttachment & Human Development, 2012
- Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback InterventionJournal of Positive Behavior Interventions, 2010
- Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student BehaviorPreventing School Failure: Alternative Education for Children and Youth, 2009
- Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade?Journal of Educational Psychology, 2009
- The Transformative Potential of Teacher Care as Described by Students in a Higher Education Access InitiativeEducation and Urban Society, 2008
- “You choose to care”: Teachers, emotions and professional identityTeaching and Teacher Education, 2008
- The Effect of Visual Performance Feedback on Teacher Use of Behavior-Specific PraiseBehavior Modification, 2007
- Warm Demander PedagogyUrban Education, 2006
- Principles, feelings and realityTheory and Research in Education, 2006
- Feedback about feedbackHuman Resource Development Quarterly, 1995